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Our Mission
Improving lives one brain at a time.

At Brainworks Achievement Centre we’re passionate about helping learners succeed. We agree with Ross Greene who says that, "Children do well if they can. If they can’t we need to figure out why, so we can help."

Our Philosophy

​Our philosophy is best expressed in the words of Alfred Binet, "A few modern philosophers assert that an individual’s intelligence is a fixed quantity, a quantity which cannot be increased. We must protest and react against this brutal pessimism…with practice, training, and above all, method,

we manage to increase our attention, our memory, our judgment and literally to become more intelligent that we were before.” Everyone can improve - this is what we believe. Will everyone become an A student? Not necessarily, but they can decrease the struggle and strain of learning.

Making psycho-educational services more accessible
We believe that all children should have access to the assessment and intervention they need.  We aim to provide that access. 

What we do
We begin with an interview and evaluation in order to plan the right intervention. We also address the underlying cognitive deficits that may accompany a learning disorder such as working memory or processing speed.

The brain as a word cloud with labels of different learning disorders.

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This is not extra-lessons


Tutoring does help many students.  The added instruction time is enough to help some students improve. For others they are just as lost in lessons as they are in the classroom. If your child is not improving with extra lessons, you may want to consider indivdualised instruction aimed at addressing any underlying deficits.  

Our Approach



"We must meet our students exactly where they are with exactly the brains they have right now. We must use all the tools we have available to us and not expect them to fit into a mold or all behave exactly the same." - Dr. Gene R. Carter 

The individual needs of the student are met through a well-planned intervention program based on the parents' and student's goals.   


We recognise that although a student may be weak in one area they will have strengths that can be leveraged to help them succeed. They may have challenges with focused attention but this may be compensated by strong goal-directed persistence.


Why a mindful approach? The research shows that a mindful practice can reduce stress and anxiety and increase attention.

Ususally children with learning disorders experience stress, anxiety and even depression because of the demands made on them. Mindfulness allows them to learn to pause, be present and become more aware.


Have you read Norman Doidge's, "The Brain that Changes Itself"? This book first introduced me to the concept of neuroplasticity. Our brains can change, grow, develop and form new pathways and connections. This fundamental principle underlies our approach. Our students can improve.

A group of pencils with one different pencil sticking out.
A group of balanced pebbles
A transparent brain

What qualifies me to do this?

I have an MA in Educational Psychology with an emphasis in assessment and am completing a professional certificate in Educational Therapy. I've done Orton-Gillingham training, a course on Strategies for Students with Learning Differences in Mathematics, Play Therapy, two Neuro Development of Words courses, Handwriting Without Tears and the ADHD Great Days Ahead program. Yes, I'm a lifelong learner and I look forward to working with you and your learner. I have a lot of personal and hands on experience with my own struggling learner. I understand first-hand the pain, the challenges and the triumphs.

Julie Browne

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