• Navigate leadership roles without burning out or over-masking.

• Make clearer decisions under pressure.

• Build routines and structures that actually work for your brain.

• Strengthen boundaries and self advocacy at work.

• Reconnect with purpose, confidence and direction.

• Lead in a way that is authentic, values-led, and sustainable.

My work is grounded in ADHD-informed coaching principles that focus on:

• Self-directed growth, where your goals, values, and definition of success lead the work.

• Moving from survival mode to thriving, by building certainty, safety and self-understanding.

• Developing emotional granularity - understanding and naming emotions to improve decision-making, boundaries and self-advocacy.

• Learning to pause systematically, helping to slow the fast-paced ADHD brain, reduce burnout, and improve clarity under pressure.

• Recognising the impact of normative systems - workplaces and cultures not designed with ADHD in mind - so challenges are understood in context rather than internalised as personal failure.

Rather than focusing on “fixing deficits”, I will work with you to integrate ADHD into your identity, leveraging strengths while managing challenges realistically and sustainably.

This coaching is for you if you are:

• A professional or leader with ADHD.

• Aspiring to leadership, change, or greater impact.

• Tired of surviving and ready to work with your brain.

• Looking for thoughtful, evidence-informed support - not platitudes or productivity hacks.

My coaching and mentoring is informed by over 25 years in education, including 15 years in senior leadership across UK and international settings.

My work draws on formal leadership training, including the NPQH and the Certificate in School Management and Leadership (CSML) from Harvard University, alongside ADHD-informed coaching practice grounded in recognised coaching competencies, ethical frameworks, and reflective practice.

Support to help you make sense of how your child experiences school - beyond labels, reports or diagnoses

This may include:

• Interpreting assessments, reports, and school language.

• Identifying strengths, pressures, and unmet needs.

• Clarifying what genuinely helps your child learn and feel safe.

Guidance to help you engage more confidently and constructively with schools.

This may include:

• Preparing for meetings and conversations with school staff.

• Understanding roles, processes, and reasonable expectations.

• Talking through proposed support, adjustments, and next steps.

A reflective space to think things through when decisions feel complex, emotional, or high-stakes.

This may include:

• Clarifying priorities and options.

• Supporting calm, effective advocacy.

• Helping you move forward with confidence rather than conflict.