The Team
Our 2025-2026 team is made up of dedicated educators and professionals who are passionate about neuro-affirming, hands-on learning. We’re building a strong specialist support team to ensure every student feels safe, seen, and empowered.
Jodie Buttigieg
Founder & Director
After more than a decade in the public school system, Jodie founded Neubloom to create a learning environment where students can genuinely thrive. She is an OCT-certified teacher with additional qualifications in Special Education and French as a Second Language, bringing a strong foundation of expertise to the program. Her teaching experience spans Sweden, British Columbia, and Ontario, shaping a well-rounded and adaptable approach.
As the founder of Neubloom, Jodie brings not only her classroom experience, but also a passion for innovation and a belief that education can—and should—be different. She is dedicated to creating a space where students are empowered, families feel supported, and learning is meaningful, engaging, and personalized.
Jodie is committed to building a school culture where students feel safe, capable, and respected for who they are.
When she’s not teaching, she’s likely with her dogs—she’s also a certified dog trainer and very proud dog mom.
Kailyn Cozad
Educator
Kailyn is an OCT-certified teacher with a background in psychology and a passion for creating inclusive, student-centred learning environments. Since graduating as a teacher from Western University in 2022, she has worked in a wide range of classrooms, supporting learners with diverse strengths and needs. She holds her Special Education Qualifications. As a person with ADHD, Kailyn brings a deeply personal connection to neuro-affirming education and is especially drawn to spaces like this one — where students are celebrated for their individuality and given the freedom to thrive. She worked as a therapeutic riding instructor for four years, helping children and youth build confidence, communication, and independence through meaningful, movement-based learning. That experience continues to shape her classroom approach — one that honours each student’s uniqueness and embraces the belief that learning is not one-size-fits-all, because the human experience is not either.
