About Juhi
Hello,
I’m Juhi — the founder of Squarepegs Centre for Early Intervention.
My work sits at the intersection of learning, development, and emotional wellbeing. I work closely with children who learn differently, as well as with the adults who are trying to support them.
Over the years, my training has taken me across different disciplines — as a trauma-informed NILD Educational Therapist, an RCI-licensed Special Educator, a Counselling Psychologist, a Biodynamic Craniosacral Therapist, Master Sound Healing Practitioner, and a Touch for Health Practitioner and Instructor. Each of these has shaped how I see a child — not just in terms of what they can or cannot do, but in how they process, respond, and experience the world around them.
My Journey
My work began in schools, where I spent several years teaching and supporting children within structured systems.
And while that experience taught me a great deal, it also showed me something I couldn’t unsee.
There were always children who needed more time, more flexibility, or a different way of being taught — but the system wasn’t built to slow down for them. Not because people didn’t care, but because the structure itself didn’t allow for it.
I found myself wanting to do more than what was possible within those constraints.
That is what led me to create my own space.
A space where learning could be rebuilt without pressure.
Where children could be met where they truly are.
And where support could extend beyond just “keeping up” — into actually understanding how a child learns.
How I Work
My work has always been shaped by one core belief — that learning cannot be separated from the child.
Over time, this led me to explore and train in multiple approaches, including Feuerstein’s Instrumental Enrichment (FIE), Audiblox, Brain Gym, Play Therapy, and various multisensory teaching methods.
But more than any one method, what guides me is observation.
No two children learn in the same way.
And no one strategy, however effective it may seem, can simply be applied across the board.
So I don’t rely on fixed programs.
I observe.
I adapt.
I respond to the child in front of me.
This often means stepping away from rigid expectations and focusing instead on building strong foundations — in attention, processing, comprehension, and confidence — so that learning becomes something the child can actually engage with.
I have a deep commitment to early intervention.
In my experience, when we begin early — when the child is still forming their relationship with learning — there is so much more that can be supported, shaped, and strengthened.
I primarily work with children up to the age of 15, using a wide range of multisensory, developmentally aligned strategies that support both skill-building and confidence.
Early Intervention & My Work with Children
Working with Adults
Alongside my work with children, I also work with adults.
This includes parents, teachers, and therapists — helping them better understand children and refine the way they support them.
I also work with individuals in a therapeutic space, using modalities such as trauma-informed psychotherapy, coaching, Biodynamic Craniosacral Therapy, and intergenerational trauma work.
A large part of my work is rooted in awareness — understanding patterns, regulating the nervous system, and creating shifts that are both internal and practical.
Beyond the Work
My understanding of learning and development is also deeply personal.
As a child, I was placed in an unconventional learning environment — one that allowed me to experience education in a way that was not rigid or purely outcome-driven. That experience has stayed with me, and continues to influence how I hold space for children today.
Beyond my formal work, I am also drawn to spiritual and intuitive practices — including Tarot, Angel Cards, Akashic Records, Runes, and working with crystals. These are not separate from who I am, but another layer of how I understand people, patterns, and the human experience.
A Day at Squarepegs
Most days, I spend my time designing class plans and materials, evaluating students’ work to prepare for upcoming sessions, working with children who do not attend school, and conducting individual sessions with children who attend traditional schools in the evenings.
I also teach and train adults through workshops and webinars — creating spaces where we can move beyond surface-level strategies and into deeper, more meaningful ways of working with children.
At the heart of everything I do is a simple intention:
To help children feel capable.
To help adults feel clear.
And to create a way of learning that is both effective and deeply respectful of the child.