ADHD Coaching FAQs
Common questions for individuals working with an ADHD coach
What is coaching, and who do you work with?
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Coaching is a forward-focused, collaborative partnership. The International Coaching Federation (ICF) defines it as “partnering with clients in a thought-provoking and creative process that inspires them to maximise their personal and professional potential”.
In practice, as a coach I work with you in the present to help you move toward the future you want. A coach is a thinking partner — someone who asks the questions that help you see yourself and your situation more clearly, challenges the assumptions keeping you stuck, and holds you accountable in a way that works with your brain, not against it. No judgement or one-size-fits-all solutions. Coaching provides a safe space to think, reflect, and move forward.
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Therapy and counselling are therapist-led and typically explore your past experiences to treat mental health concerns. In contrast, coaching is client-led — the coach facilitates a process that starts from where you are now and supports you to build self-awareness, strategies, and momentum to achieve personal or professional growth. Many of my clients work with both a therapist and a coach — they can complement each other beautifully.
If I ever feel that what you need is outside the scope of coaching, I will let you know and help connect you with the right support. For example, if someone is experiencing a mental health crisis they will need mental health support.
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ADHD coaching is a specialised form of coaching for people who have — or think they might have — ADHD or ADHD-like traits. The Professional Association for ADHD Coaches (PAAC) describes ADHD coaches as practitioners who create safe, non-judgmental environments, listening with an ADHD understanding and exploring ways to maximise a client’s strengths, talents, and passions — developing strategies that are aligned with the client’s own learning, processing, and organisational style.
ADHD coaching is about deep partnership to understand how your unique brain is wired, and how to work with it and advocate for your needs so you can be the best version of you.
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Where general coaching works with goals, strategy, motivation, and accountability. ADHD coaching also works with how your specific brain processes information, manages time, regulates emotions, and initiates action. It draws on current neuroscience and a deep understanding of executive functioning.
My ADHD coaching also uses a neuro-affirming (strengths-led), trauma-informed approach that considers how your intersectionality (e.g., gender, age, culture) influence how you experience the world. This means the way we approach the pace and structure of the coaching is led by what you need to support your neurodivergence and your whole self, so you can participate in the coaching process with confidence. Think of ADHD coaching as providing the stable foundation that enables you to achieve career and leadership goals.
For example, to navigate a career transition an ADHDer may need more scaffolding and structure plus psychoeducation to support decision-making and self-regulation. In other words, general career coaching helps you write better songs, plan your album and next tour. ADHD coaching makes sure you can finish writing the songs, get into the studio, sit through the session, and not abandon the album halfway through when inspirered by a new idea.
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No. You don’t need a formal diagnosis to benefit from ADHD coaching. PAAC’s definition of an ADHD coaching client includes people who “feel, think they may, or know they have ADHD or ADHD-like qualities”. There are many reasons why people may not have a diagnosis or want one. While most people won’t meet the diagnostic criteria for ADHD, executive functioning strengths and challenges are experienced by everyone to varying degrees.
Many of my clients are late-identified — they have spent decades being told they are “too sensitive”, “not living up to their potential”, or “brilliant but disorganised”. They are not broken. They have brains that work differently, and they have never had support that genuinely understood or recognised that.
If you recognise yourself in what I describe — overwhelm, burnout cycles, masking, struggle to sustain the energy of demanding work — coaching is likely relevant for you.
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Yes, absolutely. ADHDers frequently have other neurotypes too — such as autism, dyslexia, dyspraxia, or anxiety. My coaching approach supports the whole person, whatever their neurotype looks like.
I also work with people who don’t identify as neurodivergent, but who want to better understand how to support neurodivergent people in their lives — whether that’s a family member, a student, or a colleague. Understanding neurodivergence can be genuinely transformative for the people around us.
Is coaching right for me?
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Yes — this is exactly who I work with. High-achieving neurodivergent women are often outwardly succeeding while internally running on empty, feeling overwhelmed and not achieving what's most important to them.
Coaching helps people who are tired of surviving and want to flourish. You can be accomplished and still be overwhelmed, exhausted, and wondering why everything feels so hard when you are clearly so capable in your work.
The gap between how capable you are and how exhausted you feel is where coaching works. It helps you achieve clarity about what you need to succeed on your terms.
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I work primarily with high-achieving, neurodivergent women — academics, researchers, educators, practitioners, and leaders — who are overwhelmed, burnt out, or stuck in a cycle that isn’t working for them anymore. Many are late-identified as ADHD. Many have spent years masking in environments not designed for their brains.
They are intelligent, committed, creative, and deeply passionate about their work. They are also often on the verge of walking away from careers they love because the systems they work in are making them unwell.
I help them move from surviving to thriving more often — by developing deep self-awareness so they can build systems that actually work for their brains, and reclaiming control of their careers without having to choose between success and their own wellbeing.
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Absolutely! These are often the starting point. For neurodivergent women overwhelm, perfectionism, procrastination and burnout are often deeply tied to executive function, nervous system regulation, masking fatigue, and working in complex environments that do not support how our brains work.
Research on ADHD in Australian academic women, has identified these patterns: chronic underestimation of time, difficulty initiating tasks even when you care deeply about them, emotional dysregulation — often linked to rejection sensitivity, and the particular exhaustion of being brilliant in a system designed for a different kind of brain that others don’t understand or no how to support.
In coaching, we work with all of this — not by adding more strategies to your to-do list, but by understanding your brain and transforming how you work and live.
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If you’re asking this question, you’re probably more ready than you think — and the fact that you’re here, looking for support, already tells you something important.
Many of the people I work with come to coaching feeling genuinely depleted. They worry they don’t have the mental or emotional bandwidth to engage with something new on top of everything else they’re already carrying. That hesitation makes complete sense. Coaching is designed to work with your current capacity, not against it.
There’s no “perfect” moment to start. Waiting until things are less overwhelming can mean waiting indefinitely, because the overwhelm doesn’t tend to lift on its own — that’s usually what coaching helps with.
Research on how people change tells us that readiness isn’t a switch that flips — it builds gradually. If you’re noticing that things aren’t working, feeling a pull toward something different, or starting to weigh up whether change is possible, you’re already in the process. You don’t need to have it all figured out before you begin.
In coaching we start with where you are right now. If that means our early sessions are slower, more grounded, more focused on understanding what you need before we do anything else — that’s exactly right. There’s no performing or getting it wrong in coaching.
Sometimes people first need to recover from severe burnout or wait until they have more capacity to think clearly. This is important. Coaching sessions will not work for you if you’re too exhausted to think.
If you’re curious but unsure about your readiness, book a free Meet & Greet call and we’ll work out together whether now is the right time, and what support might look like for you at this stage.
What happens in coaching?
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Sessions are structured one-on-one conversations usually between 1 to 1.5 hours. As your coach, my job is to hold space, ask powerful questions, and offer insights and observations that help you develop your own thinking and evoke self-awareness so you can move forward and achieve your goals. They are not lectures or mentoring sessions offering advice.
Coaching sessions can be reflective and exploratory, or practical and action-focused. They are led by what's most important to you right now. As a coach, I facilitate a process that creates safety and structure. I also bring my knowledge of neuroscience, neurodivergence and psychology, but the direction is always set by you.
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Meaningful coaching transformation takes time. Most of my clients work with me for three to six months, sometimes longer. This allows us to move well beyond surface-level goal setting into the deeper identity, values, and systems work that creates lasting change.
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Coaching packages are available for individuals, and I offer tailored programs for organisations. For current pricing and package details, see the coaching for individuals page or book a free Meet & Greet call to discuss what suits you best.
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In Australia, coaching fees may be tax deductible as a work-related self-education expense if the coaching is directly related to your current employment. Many universities and employers also have professional development funding that may be used for coaching.
Please check with your accountant or the ATO regarding your specific situation. I’m happy to provide receipts and documentation that may support a claim or professional development funding application.
Safety, trust and fit
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Yes. I hold a deep understanding that many neurodivergent women, gender diverse individuals and men have experienced years — sometimes a lifetime — of being told they are too much, not enough, or simply doing it wrong. The many micro-aggressions we experience accumulate overtime often causing trauma and shame. This shapes how we respond to our environment and show up in coaching.
My approach is strengths-based and neuro-affirming, with an emphasis on safety. I approach sessions with curiosity, not judgement. I’m also mindful that emotions can show in session — if that happens, you’re supported to choose what happens next — this may involve a guided self-regulation exercise or stopping to take a break.
I work within my scope of practice and I am not a therapist. I work collaboratively alongside mental health professionals if needed as part of a client’s support team.
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I often hear this — and it’s an important question. Most coaching models are built on neurotypical assumptions about motivation, productivity, and change. If you’ve been told to “set SMART goals” and it didn’t stick, it is probably because the approach was not built for your brain. Also, not all ADHD coaches have accredited credentials and we all have different approaches to coaching.
I have lived this. I spent years trying strategies designed for a different kind of brain and wondering why I couldn’t sustain them or why they were overwhelming. When I finally got the right type of specialised ADHD coaching, the difference was transformative — because I was well supported and finally understood how my brain actually works and what I needed to support it.
I specialise in ADHD and neurodivergence and bring lived-experience, professional training and research expertise. A free Meet & Greet call is the best way to see whether my approach resonates with you — this is a chat with no pressure to commit.
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No. Coaching cannot replace medication, psychiatric care, or psychological treatment. What coaching can do is complement those supports beautifully.
Medication may help manage certain ADHD symptoms, but it does not build the self-awareness, self-regulation, career clarity, or sustainable ways of working that many high-achieving women with ADHD are still missing. That is where coaching comes in.
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The first step is a free 30-minute Meet & Greet call — no sales pitch or obligation. It is a conversation to explore what you’re hoping to work on and whether my approach feels right for you.
The coaching relationship only works when there is genuine trust and connection, and I want you to feel confident before you invest your time and money.
If I’m not the right coach for you, I will say so — and I will do my best to point you toward someone who is.
Common questions for universities and organisations working with a neurodiversity coach and trainer
Why does neurodivergent inclusion matter for your organisation?
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Because you have neurodivergent staff and they are likely not well supported. This is a critical issue for psychosocial safety.
Neurodivergence is part of human diversity — not a diagnosis to be managed, but an identity and a different way of experiencing and engaging with the world. Because many people identify as neurodivergent without a formal diagnosis, and many more may never seek one, there are no precise prevalence figures. What we do know is that neurodivergent people are present in every workplace, in significant numbers, whether or not they are visible to their employers.
Research gives us a useful indication of prevalence. A 2025 study from Dublin City University’s Institute of Education found that 25% of corporate employees self-identified or had been diagnosed as neurodivergent across three surveyed workplaces. In the Australian context, the 2024 Australian Public Service Employee Census found that 8.8% of respondents identified as neurodivergent, with a further 9.3% indicating they may be. We also know from research, and the clients I coach, that many neurodivergent staff just haven’t felt safe enough to disclose — suggesting the real proportion is likely higher than these reports capture.
This matters for universities in particular. The 2025 Australian University Staff Wellbeing Census — which surveyed nearly 11,500 staff across 42 universities — found that university workers experience emotional exhaustion at double the rate of other Australian workers, with psychological safety rated as high-risk across the sector.
The impact is amplified for academics with ADHD. Our study examined the wellbeing and burnout of academics diagnosed with ADHD across Australian universities and found workplace demands to be a significant predictor of burnout. Importantly, the study also found that feeling supported and understood by peers were the factors most strongly associated with improved wellbeing and reduced burnout, suggesting that the quality of the workplace environment — not just individual coping — is what makes the difference. Neurodivergent staff who are unsupported are not just at personal risk; universities are losing the contribution of some of their most creative and committed people who are passionate about creating meaningful impact.
The case for action isn’t only ethical — it’s strategic. Research by Birkbeck’s Centre for Neurodiversity at Work found that employers consistently identified creativity, innovative thinking, and hyperfocus as strengths in their neurodivergent staff. These are exactly the qualities universities depend on: original thinking, deep expertise, and the capacity to see what others miss. When neurodivergent staff are unsupported, institutions lose not just individuals — they lose the diversity of thought that drives research, teaching, and innovation forward.
Supporting neurodivergent staff well — through coaching, training, and building genuinely inclusive cultures and systems — is how universities protect their people and their intellectual vitality at the same time.
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Research by Birkbeck’s UK Research Centre for Neurodiversity at Work found that over 80% of employers identified hyperfocus, 78% creativity, and 75% innovative thinking as strengths in their neurodivergent employees. Studies suggest neurodiverse teams can be significantly more productive and innovative than cognitively homogenous teams.
Organisations that actively support neurodivergent staff report stronger engagement, higher retention, and more positive workplace culture. The inverse also holds; failure to support neurodivergent staff carries real costs in psychological distress, burnout, attrition, and increasing legal and reputational exposure.
Services for organisations
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I offer specialist coaching, training, keynote presentations, and research consulting to universities and organisations seeking to better support their neurodivergent staff. These include:
Individual coaching — specialist ADHD coaching for academics, professionals, and leaders, supporting self-awareness, sustainable work practices, and career clarity.
Leadership coaching — neurodiversity coaching for universities and organisations supporting leaders to build neuroinclusive teams, have better conversations about workplace adjustments, and leverage the strengths of neurodivergent staff.
Neurodiversity and wellbeing training — evidence-informed workshops for staff, teams, managers, and people and culture professionals. Drawing on my research expertise and 20+ years of experience in mental health, wellbeing, and higher education, my training is grounded in current evidence and lived-experience.
Keynote presentations — covering ADHD and neurodivergence, resilience, mental health and wellbeing in academia and the workplace, informed by our original research with Australian academics, university students, and women and gender diverse people.
Research consulting — many organisations want to make evidence-informed decisions about neurodiversity inclusion but don’t know where to start, or lack the capacity to evaluate what’s working. Drawing on my research expertise in psychology and applied research, I can help you understand your workforce, assess your current approach, and build an evidence base for sustainable change.
These services are offered as tailored packages. Please visit my services for organisations page or contact me directly to discuss your organisation’s needs.
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These are genuinely different things, and the right combination depends on your context and impact you're seeking.
Coaching is a confidential, one-on-one professional partnership focused on an individual’s goals, self-awareness, and development. The ICF defines coaching as “a thought-provoking and creative process that inspires clients to maximise their personal and professional potential”. It is most effective for supporting specific individuals — particularly high-achievers and leaders navigating overwhelm, burnout, or career transitions.
Training delivers knowledge and practical skills to groups — for example, how to support neurodivergent staff and students for leaders and supervisors, or evidence-informed wellbeing and resilience education for staff.
Consulting involves advising on organisational systems, policies, and structures and may include research or evaluation. I am available to advise on neurodiversity strategy, reasonable adjustment processes, and inclusive workplace considerations as part of broader organisational engagements.
Many organisations benefit from a combination of these services. I am happy to recommend what is likely to create the most meaningful and sustainable change for your context.
Practical considerations
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Coaching conversations are confidential. I do not share the content of sessions with employers, managers, or people and culture teams. This confidentiality is a cornerstone of ethical coaching practice under the ICF Code of Ethics, and it is essential to the trust that makes coaching effective.
Where an organisation sponsors a coaching engagement, I can confirm attendance and provide a general milestone update if the client explicitly consents. All session content remains private. This arrangement is in the organisation’s interests, as staff are far more likely to engage authentically in coaching when they know it is a safe and confidential space.
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The process is straightforward and designed to respect the employee’s autonomy. The best starting point is a direct conversation with me about your situation and what kind of support might be most useful. From there, I would typically recommend the staff member have their own initial Meet & Greet call with me so they can make an informed choice.
Coaching works best when the person being coached has genuinely chosen to be there. I will always ensure the individual is on board before proceeding. Contact me to start the conversation.
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Here is a summary of my relevant qualifications and experience:
10+ years psychology and public health research experience in mental health and wellbeing, health decision-making, and the experience of ADHD and neurodivergence in women, gender-diverse people, academic and student populations.
20+ years of lived experience as a neurodivergent ADHDer navigating demanding complex work environments, including a deep understanding of higher education culture, systems and the unique pressures academics, professionals and leaders face in demanding work environments.
Doctor of Philosophy, Psychology — health care decision-making in adults experiencing anxiety.
Diploma of ADHD-Specialist Coaching — Level 2 ICF-accredited advanced ADHD coach training that also aligns with the standards of the Professional Association of ADHD Coaches (PAAC).
Certificate in Level 1 Organisational Coaching — ICF-accredited coach training via the Institute of Executive Coaching and Leadership (IECL).
Bachelor of Social Science (Psychology, Honours) and Bachelor of Health Science.
Certificate IV in Workplace Training and Assessment.
Member, International Coaching Federation (ICF). Currently working towards ICF Professional Certified Coach (PCC) credential.
Member, Institute of Executive Coaching and Leadership (IECL).
Sessional Academic, School of Psychology, Charles Sturt University (CSU).
Adjunct Fellow, University of Technology Sydney (UTS).
I abide by the ethics and professional standards of the ICF. I am committed to reflexive practice and maintain regular supervision, mentoring, and coaching.
Let’s work together
If you’d like to work with me, send me a message and I’ll get back to you soon. I can’t wait to hear from you!
OR book a meet and greet call to discuss how we can work together.
