Zöe O’Reilly

Founder of Pebble Play Therapeutic Services, Accredited Play Therapist, Clinical Supervisor & consultant

Play Therapist and consultant Zöe O'Reilly, Smiling woman with light-colored hair in a bun, wearing hoop earrings and a light-colored top

Raised in Hong Kong with a UK university background, I’ve spent nearly three decades supporting neurodiverse and developmentally diverse children.

My journey began at Watchdog Early Intervention Centre, where a teaching role working alongside occupational, speech, and physiotherapists ignited my passion for special education. I saw first-hand the uphill battle families face to get tailored support for their children and knew I wanted to support not just the child but the family as well. I earned my teaching qualification while there and spent six years developing my core practice before moving to the English Schools Foundation (ESF) in 2006.

In 2009, as student needs shifted toward more complex behavioural and emotional challenges, I discovered play therapy. That spark led to a master’s degree specialising in the use of play therapy with neurodiverse children. In 2010, I launched a play therapy programme at Bradbury School, and started running workshops and talks for parents and educators.

Today I run Pebble Play Therapeutic Services, providing play therapy for children, clinical supervision, mentorship, consultation and continuous professional development (CPD) for therapists, teachers and parents.

I am passionate about advocating for children and sharing my knowledge. I decode the ‘why’ behind behaviour to provide holistic support that enables access and helps children and families develop stronger, happier connections.

I am fascinated by the neuroscience of regulation and also have a particular interest in alternate presentations of autism and autism in girls.

Professional memberships, qualifications & CPD

Rachel Hollis

Educational & Developmental Consultant

Originally from the US, I have spent my career in the company of young children in kindergartens and primary classrooms across Hong Kong, singing songs, building blocks, and sitting with the child eye-to-eye. Somewhere along the way, I noticed that the most important moments were never on the lesson plan: they happened when the child looked up to see if I was really watching.

Behind my practice is my Bachelor of Arts with a minor in music, a PGCE, and a Master of Arts in Special Educational Needs, Disability, and Inclusion, alongside therapeutic play skills training. These tools shape how I see, listen, and support parents and educators to tune in more deeply.

As a neurodivergent person myself, my approach recognises and includes children and families with diverse needs and developmental profiles. As a consultant, I aim to build the bridge between the play room, classroom, and home, so that the meaningful work being carried out has lasting impact.