Kelly Henriques

Kelly graduated with her Bachelor's degree in English Literature from DePaul University in Chicago, IL and went on to receive her Master's degree in Secondary Education from Saint Joseph's University in Philadelphia, PA. She is a certified teacher and served as a high school English teacher with a focus on mindfulness meditation and compassionate communication in the classroom. She sits on the Board of Trustees for her local Waldorf School and actively participates in the vision to build more inclusive communities. She is a trained Executive Function Coach and has acted as an Educational Leader for a team of Executive Function Coaches serving early childhood through adulthood.


Kelly’s deepest passion is to support learners in their blossoming and to collaborate with families and caregivers to support their continued growth. She uses a holistic and whole-person approach with her clients and specializes in working with both youth and adults on self-advocacy, emotional regulation, and organizational strategies. She utilizes a strength-and skills-based approach to ease clients into a deeper understanding of their unique capacities so they can learn to both self-reflect and to take effective action in support of their own growth and learning development. Kelly assists her clients in developing patience and trust so they can find balance and thrive in both their academic and personal lives.


Kelly fully embraces deep connection with nature and the arts. She loves growing a variety of organic vegetables and flowers with her family. They are locally known for their organically-grown dahlias and hard-neck garlic!

Specialties

Executive Function Coaching

Healthy Identity Development

Social Skills

Social-Emotional Functioning

ADHD/Attention

Managing Transitions

Mental Health

Anxiety/Depression

Managing Learning Differences

Group Instruction

Ages

Middle School

High School

Adult

College

Languages

English

About

What was your path to becoming a provider?

After receiving my BA in English and later my MA in Education, I became a high school English teacher in Newark, NJ. I found this work to be profoundly rewarding. I have worked in the classroom, in group settings, and 1:1 with both students, adults, and parents guiding them into the next stage of their development. Most recently, I have been an educational leader for a team of executive function coaches serving early education through adulthood.

What would you say to someone who is very anxious about learning problems in school?

It's entirely normal to feel anxious about all kinds of challenges we face in life and school. Learning to become compassionate and curious about our anxiety can guide us in viewing our challenges as opportunities for growth and learning. When we find the openness to honor our symptoms like anxiety, they can lead the way for us to become not only better learners, but ultimately lovers of learning. Our anxiety is not a symptom that something is wrong or bad about us, but that there are gifts and strengths waiting to be known inside us.

Why are you passionate about helping students with learning differences?

Our systems have historically struggled to understand and support students with learning differences. This has left a profound impact on a huge population of highly talented, sensitive, and gifted folks. I resonate with folks who learn differently and I can easily understand their struggle. It is my deepest passion to help those who learn differently become confident and capable learners and watch them blossom into their next stage of growth.

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