Bridge Mentoring CIC

Amanda has dedicated over thirty years to supporting the autistic community, witnessing significant changes in understanding and approaches to autism. She began her career at the RNIB before spending seventeen years at a specialist autistic school, where she earned her degree and P.G.C.E. After her sons went to university, she launched her own creative business, broadening her work with neurodiverse and neurotypical learners of all ages.

Since 2017, she has specialised in mentoring and study skills support, becoming a qualified dyslexia tutor in higher education in 2019. More recently, Amanda completed a PGCE in Autism Adults – Inclusion, further strengthening her expertise in inclusive support.

She has a strong interest in inclusive employment and in improving communication between the neurotypical and neurodivergent world. Passionate about empowering students, Amanda tailors her support to individual needs, helping them navigate university life with confidence. She continuously expands her expertise through ongoing professional development, fostering a positive and holistic learning environment where students can thrive

Archie supports learners of all ages, specialising in EOTAS and Transition Mentoring to help students grow in both school and social environments. He also provides English mentoring, supported by his TEFL certification, guiding learners in developing clear communication and stronger language skills.

With a varied background across education and the wider workforce, Archie brings practical insight and real-world understanding to his mentoring style. His experience allows him to connect especially well with neurodivergent individuals, offering strategies that help them navigate challenges with confidence.

Archie is passionate about making a positive and meaningful impact. He focuses on empowering students, strengthening their resilience, and giving them a head start in managing everyday situations. His goal is to create a calm, supportive space where every learner can develop their strengths and move forward with greater independence and self-belief.

With over 12 years' experience as Executive Head of an independent special school, I am now transitioning into a more focused role that allows me to dedicate my time to the areas of education I am most passionate about. I currently serve as the Senior Leadership Team Lead for Training and Staff Development at Pollyteach Portland College, and also work freelance with a range of educational organisations. 

My professional interests lie at the intersection of science education, special educational needs (SEN), and safeguarding. I am a qualified Science Teacher (PGCE/QTLS), a STEM Ambassador, and lead Night School at the Sherwood Observatory and Planetarium. As a member of the Institute of Physics, I regularly deliver engaging science sessions to learners of all ages, with a particular passion for teaching Physics at KS3–5 and exploring the mathematical foundations of scientific understanding. A qualified SENCO, I am in the final year of a Master’s degree in SEN Management.

I have led initiatives in sensory and experiential learning, forest school and therapeutic interventions, as well as developing more effective assessment practices and training in emotional literacy, occupational therapy, and trauma-informed approaches.

Safeguarding has been a lifelong professional commitment. I am a qualified Social Worker with over 30 years’ experience, including as a child protection investigator, team manager for children in care, and for the past 12 years, as a Designated Safeguarding Lead in education. I have also served as a school governor and trustee for nearly three decades, with a particular focus on safeguarding governance.

Outside of work, I enjoy archery, motorcycling on my Triumph T120 Bonneville, and stargazing. My wife and I are currently planning a campervan journey along Scotland’s NC500 in our van, Tiberiu

With over 17  years of experience in special educational needs and a master’s degree  in education, I bring a deep-rooted passion for inclusive learning and  neurodivergent empowerment. Stepping into the role of Director at Bridge  Mentoring CIC was a natural progression — a chance to lead with purpose  and serve the neurodivergent community from within.

As  an autistic-led organisation, Bridge reflects the values I hold  closest: authenticity, accessibility, and community. My work in higher  education has allowed me to mentor others, spark transformative  “lightbulb” moments, and challenge traditional pedagogies that often  overlook neurodivergent brilliance in the classroom. These moments —  where connection meets understanding — have become a personal and  professional special interest.

I  remain committed to creating spaces where autistic individuals are not  only supported but celebrated. Every step I take is driven by the belief  that lived experience is a powerful tool for change — and that  together, we can build bridges that last.

I work with both young people and adults. My specialisms are:

• AuDHD and Identity

• Modern Foreign Languages – French, Polish and Spanish

• Self-Advocacy and Communication

• EOTAS/EOTIS Provision and coordination

I'm an autistic writer, mentor and educator with five years of classroom experience and 14 years as a personal tutor. 

My specialisms are in English, EFL, MFL and the humanities, especially for neurodivergent and disabled students. I have taught KS2-KS5, including GCSE, A-level and University. 

As an English language teacher, I have multiple years' experience from A0 to C2, including 3 years of Pre-sessional EAP teaching. 

Elena is a  co-mentor and group mentoring moderator for Bridge Mentoring. They  support other mentors in providing a safe and inclusive environment, as  well as assisting in safeguarding and note-taking. They combine both  lived experience, as someone with multiple disabilities and  neurodivergences, and their academic background.

Outside of mentoring, Elena is in the final year of their PhD at Aston  University, where they are researching attitudes towards autism in  International Relations, as well as collating the experiences of  autistic academics in the discipline. Their research aims to help make  academia more welcoming to neurodivergent people by countering stigma  and a lack of knowledge about autism. They do this by utilising a social  model lens to emphasise that there is nothing wrong with being  autistic, and to talk of autism in this way does great disservice to  both autistic and other neurodivergent people, aligned with the core  values of Bridge Mentoring.