Dr Shelly Kelly uses an empathetic approach to build children’s capacity & self-confidence by involving them directly in the design of their learning to meet goals and improve social outcomes. This is enacted through a social model of disability and a human rights approach.

Her ‘play-based’ methodology considers the behaviours and quirks of neurodivergent children as strengths, not as problems to ‘fix’. Play is a vehicle that all children love but some find it difficult to master independently. Empowering children in the design of how they wish to engage & play with peers also encourages them to be more responsible for their outcomes and actions.

With a decade of experience as a nurse in Australia and the UK, Shelly has always been deeply committed to health and well-being. Her passion lies in the promotion of health equity & the creation of inclusive, sensory play in schools that reduce bullying and increase access to play for neurodivergent children.

Shelly recently completed a PhD at QUT, focusing on developing sensory, inclusive play spaces through co-design workshops with neurodivergent children.

She is also a practising artist and art therapy practitioner.