After teaching in institutional settings for five years, I focused my practice on visual research and supporting studio practice and written work in English for secondary schools, art academies and professional artists. I organize para-institutional workshops surrounding art education processes, including portfolio development, studio practice guidance and support for neuro-divergent students. I also offer sessions for English translation and proofreading, guiding both institutions and individual artists in writing texts about their work and editing existing thesis and essay texts.

My own educational research examines the art studio as a space of suspension. I investigate how to cultivate conditions for artists in education to develop a studio practice by creating or recognising a suspended space. My intention is to encourage students to develop their intuition and independence in art making, by participating in process led learning in a studio environment. Fundamental to my research is recognising what a studio is, both in and outside an institution and gaining an understanding of what a ´suspended´ studio practice can be, especially when a physical studio is unattainable.