Brady is passionate about helping others be their best. Whether in his role as a classroom teacher, an Outdoor Educator, a Field School Director, or as a Wilderness Guide on Vancouver Island’s remote coast, Brady has found fulfillment in connecting learners with meaningful experiences and supporting them in realizing their full potential.

After years as a Wilderness Guide leading and connecting clients with the wild coasts of his home on Vancouver Island, Brady asked “What more could I do to make my community a better place?” The answer first came in a demanding but extremely rewarding Violence Prevention contract within Vancouver Island’s schools. Initially challenged in his new role, Brady grew into his position as a facilitator of some very difficult content, including racism, family violence, sexual health, substance abuse, suicide, and ultimately respectful relationships. With the success he had in this role, a seed was planted: he wanted to teach.

Brady has spent 8 years in the classroom in both Tofino and Rossland, BC, embracing the opportunity to teach to an amazing and culturally diverse student population with complex challenges. His practice has been devoted to fostering a love of learning, confidence building, and developing strong, empathic relationships with students and their families.

Brady has worked closely with many students with ADHD, LD, and Executive Dysfunction. He has implemented practices and strategies geared towards mindfulness, physical health and wellness, nature connection, and lessons on executive functioning, brain anatomy and social-emotional health. He has succeeded in fostering incredible connections with students and has witnessed gratifying and remarkable growth in both himself as well as those he teaches.

As a father, Brady has personal experience parenting a child with Executive Function challenges and intimately understands the difficulties, the emotions, and the needs of both parent and child. He believes that relationships are what make learning possible. To truly connect with a child we need to slow down, to listen, to empathize, and to meet them where they are. We need to create safe learning environments where children feel seen and are willing and able to take risks. We need to teach strategies to support each individual’s learning strengths and challenges.

As a lifelong learner, Brady continues to dream big and challenge himself. He is a father to 2 amazing kids: Kieran, 10, and Macy, 8, who continue to teach him each and every day. He and his family have recently established a home and business in Costa Rica and are splitting their time between the mountains of BC and the beaches of Central America.