I spent years inside the system before I understood why it never quite fit. I know how schools are built, how decisions get made, and where neurodivergent learners fall through the gaps — not because I’ve read about it, but because I’ve sat in both chairs.
After a BA in English Literature & History and a PGCE at the University of Pretoria, starts teaching in South African high schools, and later in Japan.
Recognised with ADHD — not as a child, but as a working teacher who’d already spent years in classrooms, leading subject teams, and getting good results.
Recognised as autistic, the same year he completes his BEd Honours in Curriculum Inquiry, with distinction, at Stellenbosch.
Leads Hutch-in-Mind: professional development for schools and businesses, one-to-one coaching for families, and keynotes for organisations. SACE registered and a member of the Professional Speakers Association of South Africa, he was previously Head of Academics and Deputy Principal at an online high school. Based in Villiersdorp, Western Cape, working across South Africa and online.
Recognition didn’t change what I was capable of. It changed how I understood everything I’d already done, and everything I saw in the learners in front of me.
Read The Room We Build →Whether you’re a school looking for your next PD day, a parent navigating a system not built for your child, or an organisation building a more inclusive team, the first step is a conversation.