About Me
Meet Your Coach
Hi, I’m Samantha Jones, M.S.S.Ed., founder of Wired for Wonder: NeuroEducation Coaching & Consulting. I’m a special educator, ADHD researcher, neuroeducation coach, mom, and community advocate dedicated to redefining how we see, support, and speak about neurodiverse learners. I don’t believe anyone needs to be fixed — I believe they need to be understood, regulated, supported, and celebrated.
My work blends neuroscience, special education, real-world classroom practice, and lived experience to help families and educators replace overwhelm with insight, clarity, and confidence.
My mission is to help people understand the brain they have — so they can learn, live, and lead with the strengths they already possess. Because some brains aren’t wired for ordinary — they’re Wired for Wonder.
How it started
For most of my life, I knew my brain worked differently — I felt everything deeply, thought quickly, dreamed big, and cared intensely, yet I struggled to fit into the boxes that school and society expected. Like many people with ADHD, I learned early how to mask, hustle, overachieve, and compensate so no one would see how hard I was working just to keep up. I wasn’t lazy, distracted, or unfocused — I was trying to succeed in a system that wasn’t built for my wiring.
As a student, I didn’t always have the language, tools, or support to understand why things were harder for me, but I always knew I had potential. That experience stayed with me. Later, becoming a teacher and eventually a mom made everything click: so many children were experiencing what I once lived — brilliant, creative, intuitive minds mislabeled as problems instead of possibilities.
When I entered the classroom as an educator, I recognized my students instantly — the thinkers, the feelers, the movers, the question-askers, the “too much” kids, the daydreamers, the doodlers, the ones who knew the answer but forgot the paper, and the ones who got in trouble for the same things that made them gifted. I saw myself in them, and I knew they deserved more than compliance, correction, or consequences.
But it wasn’t until I studied neuroscience and ADHD through a strengths-based, regulated learning lens that everything aligned: there was never anything wrong with these learners — the approach was wrong.
That is where Wired for Wonder was born:
from lived experience, from research, from motherhood, and from the unwavering belief that our brains are not obstacles — they are assets waiting to be understood and optimized.
My Educational Journey
My path into neuroeducation didn’t begin in a science lab or a psychology course — it began with communication. I earned my Bachelor's degree in Communications, where I learned the power of language, story, advocacy, and connection. What I didn’t know then was that those skills would later become essential in helping students, parents, and educators understand how the brain learns and thrives.
Driven by classroom experience and a desire to better support neurodiverse learners, I went on to earn my Master’s in Special Education, followed by advanced studies in the Neuroscience of Learning at Harvard University, where I explored how emotion, identity, memory, and nervous system regulation shape learning.
My research, Rest to Regulate, reflects my belief that students don’t struggle because they won’t — they struggle when they can’t — and our job is to help them access the state where learning becomes possible.
I am currently training through the ADD Coach Academy to become a Certified ADHD Coach, expanding my mission to support learners and families not just in schools, but in life.
My Strengths-Based Approach
Learning differences are not indicators of brokenness — they are indicators of divergent potential. A strengths-based approach means:
✔ We identify what is strong before what is wrong
✔ We build skills without erasing identity
✔ We honor the brain’s natural wiring, not force artificial conformity
✔ We view challenges through the lens of unmet needs, not character flaws
I believe every brain deserves the chance to feel safe, capable, regulated, and seen — because when we focus on what makes a learner unique, we unlock what makes them exceptional.