Our Educational Methods were perfected at:

We design and evaluate inquiry-driven, literature-based learning experiences focused on close reading, writing, dialogue, and student voice—including support for families and educators creating homeschools and microschools grounded in these principles.

Personalized English, humanities, and writing support that integrates literature, dialogue, and project-based learning—for students learning in traditional schools, homeschools, and microschool settings.

Collaboration with families, homeschool and microschool founders, educators, and service providers to understand what’s happening on the ground, identify needs, and make thoughtful adjustments to instruction or programming in support of whole-student growth.

Academic writing, revision, and editing support grounded in critical thinking, purpose, and audience—including college application essays.

At MyLifeLab, we approach education as a collaborative process of learning, reflection, and dialogue. We believe learning is a shared effort between and among young people and the adults who support them. Our work is grounded in close attention to learners’ lived experiences, with a particular focus on adolescents navigating academic complexity, neurodiversity, multilingual learning, and structural barriers.

We design learning experiences and programs that center critical thinking, writing with clarity, dialogue, and student voice, making adjustments based on individual strengths, needs, and contexts. 

We draw from evidence-based practices and engage in ongoing reflection while supporting learners, families, and other education professionals (eg. occupational and speech therapists) in creating learning environments that feel purposeful, humane, and responsive rather than overwhelming or one-size-fits-all.

At MyLifeLab, we approach learning without judgment, creating space for students to take risks, make mistakes, and engage with their own thinking. We see vulnerability and revision as integral parts of skill-building and of true learning.

Rather than producing polished but inauthentic work, we focus on helping learners translate their lived experiences and ideas into clear communication that reflects their true selves. A commitment to integrity and learner voice shapes everything we do, whether it is in daily learning experiences or with high-stakes writing. As such, we hope to support growth that is meaningful, transferable, and enduring.

Holding degrees from Harvard, UCLA and Berkeley, Susanna has spent almost two decades in the field of education, including as a teacher in Boston and LA, an educational program coordinator, and a professional development/graduate-level course writer and instructor for other teachers.

She fell in love with California when she was 17 years old, moving from Boston to complete a BA in History at Cal.

She completed her master’s thesis entitled “Meeting Absurdity with Love: Co-Creating Caring Relationships with ‘Disengaged’ Students Through Informal Dialogue,”  while at UCLA’s distinguished Teacher Education Program where she was the recipient of several fellowships and scholarships.

In recognition of service to her hometown of Boston, the Harvard Club of Boston awarded her a scholarship to complete her master’s degree in Risk and Prevention at Harvard University. While a Harvard student, Susanna interned with the Boston Children’s Hospital Neighborhood Partnership, where she provided prevention and promotion services in order to guide and counsel students in need of academic, college, career, and social/emotional support, while also coaching teachers in providing these services to their students. 

In all of her work, Susanna seeks to honor learners’ unique strengths, needs, and lived experiences. She takes a humanizing, collaborative approach to education, designing learning experiences that center young peoples' voices and growth while working closely with the families who know their children best.