Predicted top grades. Lying awake rehearsing worst-case scenarios. Falling asleep in afternoon lessons. Convinced their peers are somehow coping better.

Revision done. The work is in. But the brain won’t switch off at night — and by morning, it won’t switch on. Sleep deprivation is quietly undoing everything they’ve put in.

Parents, tutors, and form teachers can all see it. Grades slipping. Mood low. Increasingly withdrawn. Sleep is rarely named as the cause — but it is almost always critical.

A focused intake call to gather a complete sleep history, identify the specific pattern at play, and brief on what to track in the seven days prior. The student arrives at the day having already started the process. Their sleep diary data makes everything immediately actionable.

A private, unhurried morning and early afternoon working through the complete CBTi protocol — integrated with therapeutic approaches tailored to the individual. The student leaves with a clear verbal summary of their plan, with the full written version delivered the same evening.

After two weeks of follow-up support to successfully embed the plan, a final check-in reviews any last obstacles to effortless sleep and makes refinements. Most people find the first two weeks require small adjustments — this is where we make them.

Postgraduate-trained to work with the full complexity of sleep difficulties: the anxiety, low mood, hyperarousal, and entrenched patterns that sit beneath the surface and that require genuine therapeutic skill to address.

The gold-standard, first-line treatment recommended by NICE; the same evidence base used in NHS sleep clinics, delivered with the depth of private specialist care, accessed without years on a waiting list.

Where sleep disruption is maintained by trauma, anxiety, or deeply entrenched beliefs about sleep itself, EMDR offers a remarkably efficient route through. Christy brings this alongside CBTi where it is clinically indicated — placing this work at the cutting edge of sleep therapy practice.

Senior NHS clinical experience working with young people across a range of mental health presentations, with specialist expertise in the intersection of sleep, anxiety, mood, and emotional regulation.

Deep specialist knowledge of sleep in ADHD, autism, and high cognitive demand, gained within dedicated NHS neurodevelopmental services — experienced where standard approaches fall short with this unique population of young people.

Deep familiarity with the specific pressures of competitive school environments and the young people navigating them.

An understanding of the culture and weight of high academic expectation from the inside.

Full enhanced disclosure in place. As a qualified social worker with a background in child protection, Christy brings the highest standard of safeguarding to all clinical work with young people.

No introductory call required. Send a brief email outlining who the intensive is for and your preferred timing, or book directly using the button below. You will receive a short questionnaire to establish suitability. If there’s a good fit, you’ll be able to book or be offered a date directly.

In the student’s home, or a private space of their choosing within South East London. The familiarity of a real environment is often therapeutically useful — we’ll be examining the actual sleep space as part of the process.

Yes — this is the most common route. For students aged 15 and over, the day is delivered directly with them, with a brief separate conversation with parents beforehand and the written plan shared afterwards. The student is always the client; parental involvement is kept light unless the young person wants otherwise.

A contained day creates a different quality of focus and commitment than weekly sessions spread over months. Research on intensive formats shows equivalent or better outcomes in far less elapsed time — and students find it far easier to protect one day in a term than a recurring weekly slot.

Yes — and this is where specialist experience matters most. Standard sleep hygiene advice routinely fails with ADHD, autism, and anxiety profiles. The approach here is specifically adapted for the mechanisms that drive sleep disruption in neurodivergent and high-anxiety individuals.

CBTi has very strong evidence — roughly 80% of people see clinically significant improvement. The consolidation call exists precisely to address this: if the initial plan needs recalibrating, we do it then.

Yes. If you are a pastoral lead or SENCO at a local school and would like to discuss a referral pathway, please get in touch by email. Individual student referrals are welcome.