Questions people often ask

ADHD coaching is a collaborative process that helps you understand how you work best and move towards goals that matter to you. We explore your talents and the barriers you face, notice patterns, and experiment with practical approaches to everyday challenges (starting tasks, routines, time, organisation), then review what works. You bring your knowledge of your own life; I bring questions, observations, and support as you discover your next steps. You choose the goals, or your teen does if they're the one being coached.

It focuses on skills such as planning, prioritising, starting tasks, managing time, organising information, and following through. We look at where things become difficult, what already helps, and which approaches you'd like to try. These skills can be the main focus of our work or part of broader ADHD coaching.

It depends who you ask, and on the situation. Some people find the superpower idea empowering; others, especially those who have faced real barriers, find it dismissive. I don't take a side. I tend to talk about talent, and I work with whatever story fits your experience. Talent and difficulty usually depend on the context and the task, so coaching helps you notice where things are likely to go well, what support helps, and when it's worth adapting, or handing a task over. Neither side is the whole story, and both can change.

Many people have both, and they work well together. Your clinician looks after diagnosis, medication, and treatment, often in appointments weeks or months apart. A coach works with you every week or two on everyday life: your goals, your routines, your follow-through.

Coaching centres on self-awareness, everyday skills, and action towards goals you choose. Therapy can address psychological distress and mental health conditions. Tutoring focuses on teaching subject knowledge. Therapy can be practical too; the difference lies in each professional's training and what you need. In my practice, we might explore how you approach an assignment, organise your workload, or ask for support. I don't teach the subject, diagnose conditions, or provide psychological treatment. If therapy would help, I'll help you find it, and coaching can run alongside it.

Yes. Coaching fits well alongside teachers, tutors, school inclusion teams, psychologists, psychiatrists, and other professionals. With your agreement, I can share brief updates so everyone pulls in the same direction.

No. It's hands-on, practical work on communication, routines, and sharing responsibilities. If therapy would also help, I'll help you find it.

We begin by exploring what would make the conversation useful to you. I listen, ask questions, and share observations to help you look at your situation from different angles. Together, we identify what you're learning and decide whether there's an action, experiment, or reflection you want to take forward. You receive a short written recap afterwards.

You can arrive with a clear goal, a recurring frustration, or simply a sense that something feels difficult. We can start with a recent experience and explore what stands out. You have time to think, and you don't need an answer ready. Any of these is a good place to start.

Your choices remain yours. My role is to help you think things through, recognise possibilities, and make decisions that fit your life. With your permission, I may offer an observation, resource, or strategy for you to consider, and we stay curious about whether it's useful to you.

That gives us something useful to explore. Was the first step unclear? Did the approach need more time or energy than you had? Did it fit what mattered to you? We revisit the goal, the task, and the support around you, then simplify or change the approach. Finding a strategy hard to use is useful information, not a personal failure.

At the beginning, we explore what meaningful progress would look like to you, and we return to it regularly, considering changes in your awareness, choices, and everyday actions. Progress might mean a calmer morning, assignments handed in, starting something sooner, asking for support, recovering more quickly from a setback, or understanding why a particular approach works for you. Often the most useful outcome is self-awareness: knowing where you're likely to do well, what support helps, and how to keep growing from there. Results vary from person to person, and using support well counts as progress too. When something works, we'll celebrate it and look at why, so you can do more of it.

No. Coaching starts wherever you are today, and it can help anyone who finds organisation, time, or follow-through hard. If an assessment might help, I'll guide you to trusted professionals and support you through the process.

Assessment is done by qualified clinicians. I can be with you before and after: helping you prepare, make sense of the results, and plan your next steps.

Yes. Coaching works on practical skills and routines whether or not you take medication, and it fits well alongside a treatment plan. Your prescribing doctor is the right person for any medication questions.

ADHD is my specialist focus. If you have overlapping or other neurodivergent needs, you're very welcome to get in touch, and we'll talk about whether your goals are a good fit.

Yes: young adults (18–24) and adults (25+), with or without a diagnosis.

Yes. We work on priorities, deadlines, focus, career growth, and turning ideas into finished projects.

Yes. Work, home, relationships, and personal priorities often affect one another. You decide what matters most, and we can revisit that focus as your circumstances change.

That gap can be a useful starting point. We explore what happens between your intention and the moment of action, looking at clarity, interest, competing demands, time, energy, and the support available to you.

We agree on what would feel useful and supportive to you. That might mean reviewing an experiment at the next session, choosing a way to track progress, or setting a realistic check-in point. Accountability is an opportunity to learn from what happened and decide what comes next.

Yes. We can explore what you want to express, what makes the conversation difficult, and how you'd like to approach it. You might use the session to consider your options, practise wording, or reflect on an interaction.

Yes. We can explore the responsibilities you expect to take on, the support you may need, and what you'd like to practise before the transition: planning your week, managing deadlines, organising everyday tasks, or preparing to ask for help.

Yes. Meals, household tasks, appointments, finances, employment, and social commitments all affect student life. You choose which areas would be most useful to explore.

We can clarify what you're finding difficult, identify the questions you want to ask, and prepare for conversations with university or college staff. Decisions about accommodations and eligibility stay with the institution.

Your experience gives us a starting point. We can explore what helped, what became hard to maintain, and what those attempts tell you about your needs. Sometimes a smaller adjustment or simpler approach is more useful than adding another system.

Teen and kids coaching is coming soon. Coaching works best when your teen wants to take part, so taking part is always their choice. In the free discovery call, I talk with them directly about what they'd like help with. If they aren't ready yet, parent coaching is a great place to start.

Teen and kids coaching is coming soon. Their voice is central. You may have concerns you want to share, and we can explore those alongside what your teen wants for themselves. We look for goals they can connect with and are willing to work towards.

Teen and kids coaching is coming soon. Parents join a 30-minute opening session, receive a short written midpoint update, and join a 20-minute closing review with their teen. We agree this together before coaching begins. The aim is to give your teen meaningful ownership while making expectations about your involvement clear. Any agreed updates focus on supporting progress and respecting the boundaries we set at the outset.

Teen and kids coaching is coming soon. Before we begin, we agree what updates will include and what stays private, and we discuss the circumstances in which information must be shared for safety or safeguarding reasons. Your teen understands these arrangements too. Paying for coaching doesn't automatically give access to private session content, and safety always comes first.

We can explore where the process gets stuck: understanding the task, choosing a starting point, estimating time, or keeping a deadline in view. Together, we identify an approach your teen wants to test and reflect on what happens.

Teen and kids coaching is coming soon. Yes. We can explore everyday situations, consider different perspectives, and think through what they want to communicate or do next. The conversation stays centred on their awareness, choices, and goals.

Coaching for kids aged 6–11 is coming soon, with short, practical sessions and a parent closely involved. In the meantime, you can join the waitlist for parent coaching, for parents of children of any age, with strategies to use at home.

Teen and kids coaching is coming soon. We consider their age, development, interest in taking part, and ability to reflect with support, and what you and your child hope to gain. If parent coaching would be a more useful starting point, I'll say so.

Teen and kids coaching is coming soon. Keep it simple, connect it to something they care about, and never present it as a punishment: “You'll have someone to talk and think with about things you'd like to make easier, like getting ready, doing homework, or figuring out friendship situations. You get to share your ideas and choose what to work on.” Give them room to ask questions and say how they feel about it.

Yes, with the planning side: understanding the task and finding the instructions, choosing a starting point, keeping track of materials, planning time, managing distractions, asking for clarification, and checking work is handed in. The focus is on helping your child discover and practise approaches they can use with appropriate support. Teaching the subject itself stays with teachers and tutors.

Coaching can offer opportunities to notice everyday patterns: what happens before frustration builds, how to recognise the early signs of overload, and what choices might be available. We might explore a recent situation, practise expressing a need, or find a pause or a way back into the conversation. If distress is ongoing or feels overwhelming, I'll help you find clinical support as well.

We agree on your involvement at the outset. Depending on the service, this may include parent conversations, shared goals, and opportunities to support practice at home. We also discuss privacy and safeguarding so everyone understands what may be shared.

Teen and kids coaching is coming soon. Their willingness matters. I'd want to understand their perspective and give them space to ask questions. If they aren't interested or ready, parent coaching may offer another way to explore how you can support them.

Join the waitlist and share a little about what you're looking for. When spaces open, we start with a free 20-minute discovery call to explore your questions, the services available, and whether working together feels like a good fit.

Usually every week or two. We discuss format and frequency before you commit, shaped by your goals and circumstances, and we review progress together before agreeing any further sessions.

Online, at your home, or in a booked private room in Dubai, whichever suits you best. We can talk through any location or age-related considerations in the discovery call.

Often, yes, online. I check your location and any local requirements before booking, so everything is set up properly.

Yes. You get one brief check-in a week through an agreed channel, and I reply within two business days during working hours. Messages aren't monitored for emergencies; in an emergency, call 999.

Online sessions and room hire in Dubai are included in every package. Home visits are available by arrangement. Rates, including any travel or VAT, are confirmed in writing after your free discovery call, so you know exactly what's included before you decide.

Please give at least 24 hours' notice to reschedule. Full terms, including refunds and options to pause or stop, are in the coaching agreement, and I'll explain them before you pay.

If it becomes clear that another kind of support would help more, I'll tell you and suggest options. We'll agree what happens next, and unused sessions are refunded.

Yes, within limits we agree at the start. If there's a concern about someone's safety, or the law requires it, I follow my safeguarding policy.

With your permission, yes. I have ADHD too, so I take notes and record sessions to keep track of our conversations and your goals. Recordings are stored securely, never shared, and deleted after an agreed period.

I was diagnosed with ADHD at 45, and I'm the parent of a son with ADHD, so I know this from both sides. I'm currently completing the ADD Coach Academy's (ADDCA) Basic ADHD & Life Coach Training Program, an International Coaching Federation (ICF) Level 1 programme with a Professional Association of ADHD Coaches (PAAC) school credential, which leads to the ADDCA Associate Certified Coach (AACC) credential. Coaching clients is part of the training. Next, I plan to complete ADDCA's Family-Trained Specialization. Before coaching, I spent 25 years in communications.

Only after coaching ends, and only if you're happy to give one. Saying no makes no difference to your coaching.

Yes, though school work is currently waitlist only. I offer staff professional learning sessions, practical workshops and bespoke training, confidential coaching for staff, coaching for students, small group coaching, and parent workshops, in person in Dubai or online. Everything is agreed with your SEN or inclusion lead and supports your school's own plan.

That's the aim. Workshops focus on approaches that support students with ADHD without singling them out and that fit a busy classroom: clearer first steps, important information kept visible, instructions broken into steps, and regular check-ins.

Not without consent. Workshops stay general. If a family wants their child's coaching to link with school, we agree with them, in writing, what is shared and with whom.

Not yet: coaching for students aged 12 to 17 is coming soon. When it opens, coaching starts only with a parent's written consent and the student's own agreement. Together we agree, in writing, what is shared with school and home, and safeguarding follows my safeguarding policy.

No. Teaching the subject stays with teachers and tutors. Coaching focuses on the planning side: getting started, keeping track, planning time, and asking for help.

Yes. Some educators want help with their own planning, workload, or executive function, and some have ADHD themselves. One-to-one coaching is confidential and separate from the school unless you choose otherwise.

They're quoted in writing for each school, based on the format, group size, and preparation needed.