Nettie Rogahn

Why this persona fits the audience

She supports an 8-year-old son with ADHD and autistic traits, and she keeps a running Google Sheet of pickup plans, elopement incidents, and who is watching him after school. Her partner and the child's after-school carer both use the same shared notes on their phones.

• Age: 39
• Location: Leeds, West Yorkshire, UK
• Occupation: Learning support assistant
• Income: Household £46k
• Education: Diploma
• Company size: Small (school)
• Years in role: 7

“You just have to keep a clear head and a good system, otherwise, it all feels like it's going to fall apart.”

Nettie Rogahn, 39, has dedicated the last seven years to her role as a learning support assistant in Leeds, a profession she finds both demanding and deeply rewarding. Her journey into this field was partly shaped by her own experiences and a desire to help children navigate challenges similar to those she's observed. She holds a diploma, which provided her foundational knowledge, but much of her expertise comes from hands-on experience and continuous self-education in SEND resources. Nettie lives with her partner and their son, Leo, whose complex needs, including ADHD and autistic traits, are the central focus of her home life. This dual responsibility means her personal and professional organisational skills are constantly tested. She's become adept at leveraging free digital tools, particularly Google Sheets, to manage the intricate web of Leo's care, from school pickups and after-school activities to tracking behavioural patterns and potential 'elopement' risks. This system is shared, albeit through simpler means, with her partner and Leo's carer, Brenda, ensuring a baseline of communication. Nettie's approach to life is characterised by a strong sense of responsibility and a pragmatic outlook. She's not driven by status or material wealth; her primary concerns are Leo's well-being and maintaining a sense of order and predictability in their lives. Financial decisions are carefully considered, with a focus on value and necessity, often favouring DIY solutions and free community resources over paid services. Recent decisions have included meticulously refining her Google Sheet to include a 'risk assessment' column for outings and researching local support groups for parents of children with similar needs, reflecting her ongoing commitment to finding practical solutions and building a supportive network.

Background & daily life

A day in their life

Nettie's weekday begins at 6:30 AM with preparing breakfast and ensuring Leo is ready for school. She drops him off by 8:30 AM, then heads to her job as a learning support assistant, arriving by 9:00 AM. Her workday is a whirlwind of supporting students, implementing strategies, and liaising with teachers. Lunch is often a hurried affair. She finishes work at 3:30 PM, collects Leo by 4:00 PM, and heads home. After a snack and some downtime for Leo, she starts on dinner preparations around 5:30 PM. Her partner usually arrives home by 6:30 PM, and they share evening duties, homework help, and bedtime routines. Nettie often spends an hour after Leo is asleep updating her Google Sheet, reviewing schedules, and planning for the next day, before finally relaxing around 10:00 PM.

Lifestyle

Nettie lives in a modest semi-detached house in a suburb of Leeds with her partner and their 8-year-old son. Her routine is dictated by her son's needs and her work schedule. Weekends often involve trips to the local library or park, interspersed with managing household chores and preparing meals. She's mindful of their budget, favouring home-cooked meals and seeking out free local activities. Social life is limited to occasional catch-ups with a few close friends, usually during the day or early evening. She prioritises her son's well-being above all else, which shapes most of her decisions.

Work life

As a learning support assistant in a primary school, Nettie spends her days directly assisting children with special educational needs, primarily those with ADHD and autistic traits. Her role involves implementing individual education plans, managing behaviour, and providing emotional support. The school is understaffed, meaning she often juggles multiple children's needs simultaneously. She relies heavily on her organisational skills, using a shared digital calendar and a detailed Google Sheet to track student progress, behavioural incidents, and support strategies. Coworkers are generally supportive but stretched thin, making collaboration challenging at times. The pressure to provide consistent, effective support within limited resources is a constant.

Relationships

Nettie's primary relationship focus is her son, Leo, and her partner, who shares the daily load of care. She also relies on Leo's after-school carer, a trusted local woman named Brenda, for consistent support. Her parents live a few hours away and offer occasional help, but the day-to-day management falls on Nettie and her partner. She has a small circle of close friends, mostly other mothers she met through school or SEND support groups, who understand her challenges.

How they decide

Nettie is a cautious and pragmatic decision-maker. She thoroughly researches options, especially when they involve her son's well-being or family finances. She weighs practical considerations like ease of use, reliability, and cost-effectiveness heavily. Peer recommendations from trusted sources, particularly other parents navigating similar situations, carry significant weight. She prefers solutions that offer clear benefits and a straightforward implementation process, avoiding anything overly complex or requiring a steep learning curve.

How they sound

Speaks with a clear, slightly hurried cadence, especially when discussing logistics. Uses common British colloquialisms ('bits and bobs', 'chuffed', 'sorted'). Tends to be direct and practical, avoiding overly emotional language unless discussing her son's struggles. She's not one for jargon or overly technical terms, preferring straightforward explanations. Can sound a little weary but remains determined.