Deborah is a life-long learner, passionate educator and advocate for equity, diversity and inclusion.

Deborah holds a Master of Arts (Psychology), Bachelor of Social Work and Bachelor of Arts (Psychology) from the University of Sydney, and Graduate Certificates in higher education (ACU) and career development and counselling (QUT). Deborah has extensive experience in teaching, clinical practice and international humanitarian work. She is an accredited member of the Australian Association of Social Workers and has undertaken extensive specialist training in mental health, counselling, trauma-informed practice, disability inclusion and student wellbeing.

She has lectured in social work programs at the University of Sydney, Western Sydney University and Australian Catholic University, where she taught across mental health, counselling skills, professional practice, ethics and field education. Deborah is widely recognised for her strengths-based, relational teaching approach and her capacity to support diverse student cohorts, including students with additional learning needs and those from equity-priority backgrounds. Deborah also currently works with Charles Sturt University exploring issues relating to social work and ethics and social work student learning support needs. She is a member of the International Network of Co-operative Inquirers (InCinq).

Alongside academia, Deborah has held senior professional roles at UNSW and Macquarie University, including Program Manager, Project Manager and Career Coach, with a particular focus on work-integrated learning, employability, equity and belonging. Internationally, she has worked extensively in HIV/AIDS prevention, counselling and capacity-building initiatives across Africa, Asia and the Pacific, in partnership with organisations including UNICEF, WHO and Family Health International.

Deborah’s teaching is characterised by compassion, intellectual rigour and a sustained commitment to empowering social work students to flourish. Deborah is recognised for her strengths-based, relational teaching approach and her capacity to support diverse student cohorts including international students with additional learning needs and others from equity-priority backgrounds.