My educational research examines the art studio as a space of suspension. I investigate how to cultivate conditions for artists in education to develop a studio practice by creating or recognising a suspended space. My intention is to encourage students to develop their intuition and independence in art making, by participating in process led learning in a studio environment. Fundamental to my research is recognising what a studio is, both in and outside an institution and gaining an understanding of what a ´suspended´ studio practice can be, especially when a physical studio is unattainable. I organize para-institutional workshops surrounding art education processes, including portfolio development, studio practice guidance and support for neuro-divergent students.