I’m Keri Perdrix, M.Ed., LPC, and my work is shaped by ongoing, hands-on practice across both school and clinical settings. I continue to work actively as a therapist and school counselor, which keeps my approach grounded in the real-world contexts children, families, and educators navigate every day.

My approach is grounded in polyvagal theory, relational neuroscience, and developmentally informed practice. I help adults understand children’s behavior through the language of the nervous system, shifting the focus from “what’s wrong” to what a child’s system may be communicating in moments of stress or overwhelm.

I prioritize safety, clarity, and steadiness, especially in moments that feel hard or dysregulating. My work supports adults in feeling more capable and resourced, so they can offer a steady, attuned presence—providing regulation and connection that children can borrow as they build their own capacity over time.

This approach often speaks to parents and school teams who feel stuck despite strong effort, thoughtful interventions, and a genuine commitment to supporting the children in their care.

This same approach informs my clinical work, my consultation with schools and professionals, and my role as a co-author of an upcoming book on polyvagal-informed work with children and families, to be published by W. W. Norton.