Training and coaching for organisations committed to psychological safety, wellbeing
and genuine inclusion
I help universities create neuro-inclusive workplaces so everyone can work to their full potential.
The reality? Many universities, higher-education and research institutions were designed for one type of brain. This creates significant challenges for both staff and students:
For academics and professional staff:
High turnover among talented neurodivergent employees who feel unsupported
Burnout and disengagement impacting productivity, wellbeing and research output
Leaders feeling uncertain about how to meaningfully support neurodivergent team members
For graduate research students:
Neurodivergent PhD and Master’s students struggling with supervisory relationships not designed for their needs
High attrition rates among talented students whose thinking styles don’t fit neurotypical academic moulds
Supervisors wanting to support diverse students but lacking the knowledge and tools to do so
Across the organisation:
“Diversity initiatives” that tick boxes without creating real cultural change
Workplace and learning cultures that unintentionally exclude different thinking styles
Systems and processes that create unnecessary barriers for neurodivergent minds
The solution isn’t just reasonable adjustments — it’s better systems for all brains. When universities work better for neurodivergent people, they work better for everyone.
Why this matters: The research
The evidence is clear: academics with ADHD face unique workplace challenges.
Research we conducted with Australian academics with ADHD revealed the significant impact of workplace environment on wellbeing and burnout. Key findings show:
Workplace demands are the strongest predictor of burnout for academics with ADHD. Excessive job demands overwhelm individuals who often struggle with executive functioning and organisational skills required to manage intense workloads.
Support matters, but it’s not enough on its own. While supportive workplace elements like positive relationships and social capital correlate with better wellbeing, they don’t sufficiently counterbalance high demands. This highlights the need for systemic changes, not just individual accommodations.
What academics with ADHD need most:
88% identify inclusive support and ADHD awareness as essential
79% advocate for workload adjustments that recognise cognitive differences
Feeling understood and supported by peers significantly improves wellbeing and reduces burnout
The takeaway? Academic institutions need to prioritise systemic changes that address excessive demands and foster genuinely supportive, ADHD-aware environments. Individual accommodations help, but cultural change is what creates lasting impact.
What participants say
“A really big thanks for holding this session. It was excellent! Really informative and super helpful for having a broader understanding of ADHD in general, what it can be like to live with it, and workplace strategies to assist.”
”Thank you for the session today... It was so helpful to hear your perspective, particularly what you said about the physical feeling of not being able to tear yourself away from what you’re doing when hyper-focused. That really resonated.”
”I liked Erica’s personal touch to the presentation and the excellent information.”
ADHD and neurodivergence seminar participants
How I support organisations
I tailor all training and coaching to your organisation’s specific needs and context. My approach is evidence-based and informed by lived-experience, delivered through engaging, interactive sessions.
Here’s how we can work together:
Training and Workshops
Neurodiversity awareness
Foundational knowledge and actionable strategies to create neuro-affirming workplaces.Building resilience
Practical approaches to support wellbeing in complex academic systems. Helps teams develop sustainable practices that prevent burnout.Supporting neurodivergent graduate research students
Tailored for supervisors and graduate research leaders. Learn to provide neuro-affirming support that helps all students thrive, not just survive their candidature.Writing resilience for academics
Practical strategies to build sustainable writing practices that work with different cognitive styles, not against them.Research Skills for Graduate Students
Evidence-based strategies to navigate the challenges of the research journey, particularly for neurodivergent students.
Coaching Services
Neurodiversity leadership coaching
One-to-one coaching for leaders and managers working with neurodiverse teams. Develop the skills and confidence to create genuinely inclusive environments.ADHD workplace coaching
Support for professionals with ADHD to navigate workplace challenges and succeed in their academic careers. Can be offered as part of your staff development program.
Ready to create change?
What makes me different
Training that’s engaging, evidence-based and actually creates change
Unlike traditional neurodiversity training that ticks DEI boxes, my approach:
Centres lived experience — my own and other authentic voices and real examples, not just textbook definitions
Creates genuine understanding — participants leave with deep insight into neurodiversity, not just surface knowledge
Provides practical tools — actionable strategies teams can implement immediately in their context
Grounded in evidence and practice-informed — ADHD and neurodivergence researcher and specialist coach
Reframes the narrative — moves from “fixing” individuals to improving systems that work for all brains
Addresses culture and systems — challenges the structures that create barriers, not the people experiencing them
Is actually engaging — my training is interactive, thought-provoking and fun!
What people say about working with Erica
“Erica’s support and guidance has been instrumental to my career in public health. A few years ago, I completed my Master of Public Health and had almost no research experience, however, Erica kindly offered me her mentorship via the Public Health Association of Australia mentoring program. She offered me an opportunity to assist with a research project she was leading — one of which reflected my interests. She was patient, and offered support when I needed it — related to the research project and general career progression.
As a result of Erica’s mentorship, I was able to build the foundations that allowed me to complete a Master of Research, work as a Research Officer for three years, and currently teach a unit for the Master of Public Health at Macquarie University.”
Christina Rojas
Research Officer
Ready to create a flourishing workplace?
Why this work matters to me
As a coach, facilitator, educator and researcher, I bring both professional expertise and lived experience to this work.
I’m a neurodivergent (ADHDer) academic who has navigated the complex systems and challenges your staff and students face. I understand firsthand how higher education and demanding work environments can unintentionally create barriers for neurodivergent minds — and more importantly, how to dismantle those barriers.
My unique perspective combines:
Lived experience as a neurodivergent academic navigating demanding complex environments
10+ years research experience in health care, mental health and wellbeing, and ADHD
ICF-accredited training in organisational coaching (IECL) and specialist ADHD coaching (Gold Mind Academy)
Honours degree and PhD in psychology
Deep understanding of higher education culture, systems and the unique pressures academics, professionals and leaders face in demanding work environments
Practical, evidence-informed approaches informed by both research and real-world application
I’m particularly passionate about enabling academics and graduate research students — especially neurodivergent women — to flourish. Because I’ve experienced the cost of unsupportive systems, I’m committed to helping organisations create environments where everyone can thrive.
Who is this for?
Ideal for organisations that:
Are genuinely committed to inclusion beyond tick-box compliance
Want to reduce burnout, improve retention and support staff wellbeing
Value diverse thinking styles and want to leverage them as strengths
Are ready to examine their systems and culture, not just "fix" individuals
Understand neurodiversity as both an equity issue and a competitive advantage
Including:
Universities, research institutions, and health organisations
Graduate research schools and support teams
Academic departments, faculties, schools
Research centres and institutes
People and culture and organisational development teams
EAF funding for organisations
What is the Employment Assistance Fund (EAF)?
Government financial support available to organisations to assist in supporting employees with a disability. This includes reasonable workplace modifications, work equipment, Auslan services and workplace assistance and support services. The support provided is tailored to meet the needs of the person and help them overcome any barriers at work.
How can I support organisations with funding from the EAF?
My services are categorised as specialised support and training for employees with mental health conditions or learning disabilities (including neurodevelopment conditions like ADHD, autism and dyslexia).
Specifically, the EAF covers:
Specialised support and training for people with mental health conditions or learning disabilities – capped at $1,682.77 for each employee taking the training. This includes ADHD, neurodiversity coaching, and mental health and wellbeing coaching.
Awareness training for workplaces that employ a person with disability – capped at $1,682.77 for each employee with disability in a 12-month period. This includes ADHD, neurodiversity, and mental health awareness training.
How can organisation access the EAF?
You can find information about eligibility and how to apply at jobaccess.gov.au
Individual quotes are provided tailored to the support needed for each employee.
Please contact me (below) to discuss eligibility, training and coaching options and quotes for services.
What people say about working with Erica
“Erica is a fantastic mentor and educator. As the supervisor of my PhD for over three years, she expertly guided me through the journey, sharing her knowledge and helping me develop as a researcher. Having now finished my PhD and working as a postdoctoral researcher overseas, I truly do not know what kind of scientist I would be without her influence. Consistently, I find myself approaching a task or a particular body of literature and thinking about something Erica told me: some way of thinking about things or some particular approach that would be useful. She really gave me the skillset to develop as a researcher.
Beyond her expertise and insightfulness, Erica is also a very dedicated educator, paying very close attention to detail, offering very insightful feedback and dedicating much time to those she helps. I would wholeheartedly recommend her to anyone who is seeking to finesse or progress their career, whatever industry they may be in, as I know she has much to offer them.”
Rupert Legg
Postdoctoral Researcher
Ready to create change?
Organisational training and coaching is quoted individually based on:
Number of participants and session format (in-person or online)
Session duration and depth of customisation required
Your organisation’s specific context and goals
Ongoing support or follow-up sessions needed
Contact me for a tailored quote:
Common questions for universities and organisations working with a neurodiversity coach and trainer
Why neurodivergent inclusion matters 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.
