Supporting children and young people with ADHD and neurodivergent profiles goes far beyond diagnosis. Many families are left asking the same question:
“We have the label… but now what?”
I work with schools, virtual schools, and organisations to bridge this gap between diagnosis and meaningful support: bringing together neuroscience, lived experience, and a strengths-based approach to neurodevelopment.
My work is informed by my academic research, including a systematic review and meta-synthesis on parental experiences of ADHD diagnosis pathways, as well as ongoing work in neurodevelopment and family systems. A consistent finding across research is that families often feel isolated after diagnosis, receiving limited aftercare, unclear guidance, and inconsistent understanding from services.
At the same time, many parents (often neurodivergent themselves), are supporting neurodivergent children without the tools or frameworks needed to fully understand behaviour, regulation, or learning differences.