Helping younger minds — and the parents alongside them.
Younger children and teenagers need different things, so the work looks different at eight than it does at seventeen. What stays the same is where we start: how this particular brain works, what it is genuinely good at and what keeps getting in the way.
For the older end, that often means exams — the revision that will not stick, the coursework that sits untouched, the gap between how hard they are trying and what they have to show for it. For younger children it is more often mornings, homework and the daily battles that leave everybody worn out.
A parent or guardian signs the agreement and I work with you alongside your child. But the sessions belong to them and they set the agenda.
Who I work with
- Children who are trying extremely hard and coming home exhausted
- Families where mornings, homework or bedtime have become a daily battle
- Teenagers facing GCSEs or A-levels and the pressure that comes with them
- Young people choosing between sixth form, college, apprenticeships and first jobs
- Children whose confidence has taken a knock after a difficult term
- Parents who want to help and are not sure what would actually help
What changes
They understand their own brain
Most young people with ADHD have been told what they do wrong for years. Understanding why it happens and what the same wiring is good at changes how they see themselves.
Home gets less combative
A lot of household conflict is really a missing strategy wearing a costume. Fix the strategy and the argument tends to lose its reason to exist.
Confidence comes back
Usually the thing parents notice first and usually before any of the practical stuff has fully landed.
You stop being the only system
If you are your child's working memory, calendar and motivation, that is unsustainable for both of you. The aim is for them to carry more of it themselves, gradually.
How it works
Sessions are one-to-one and online, with parents involved alongside. I work with your child on understanding how their brain works and building confidence, then with you on how to support that at home without it turning into another battle. Sessions with anyone under 18 are never recorded.
From £130 per session. I also keep a small number of subsidised places for genuine need.
“When my daughter started coaching eight weeks ago, her confidence was at an all-time low. The transformation since then has been nothing short of incredible; her self-esteem has soared, with friends and family noticing a massive difference in her and her sessions have been the highlight of her school week. The coaching-led approach, focusing on practical action rather than therapy, was exactly what [she] needed to move forward. Crucially, this all happened during the incredibly stressful period in the run up and during her GCSEs.”
About me
I am a parent to multiple neurodivergent children, so I have sat on your side of this table as well as mine. I know the school meetings, the homework standoffs and the particular exhaustion of advocating for a child who is trying much harder than anyone can see.
I was diagnosed with ADHD myself in my forties, which means I also know what it is like to be the child in the room. I am a Credentialed ADHD Coach Professional with the Professional Association for ADHD Coaches.
Associate Certified Coach (ACC) with the International Coaching Federation. Trained at the University of Cambridge and at ADDCA. I hold an enhanced DBS check.
Frequently asked questions
My child has heard "just try harder" a hundred times. How is this different?
Because that advice assumes the problem is effort. Most children with ADHD are already trying extremely hard, which is exactly why they are exhausted.
We start from what your child is naturally good at and build around it, rather than asking them to be someone else for six hours a day.
What is the difference between coaching and therapy for a child?
Therapy works with emotional difficulty and with the past. Coaching is practical and forward-looking: how do we make mornings work, how do we start homework, how do we rebuild confidence after a hard term.
If your child needs clinical support, coaching does not replace it.
Can coaching help during GCSEs or A-levels?
Yes. The work tends to be less about revision timetables and more about managing pressure, deciding what to do first and keeping going when motivation disappears.
Exam season is often when the gap between how hard a young person is trying and what they are actually getting done feels widest, for them and for you.
Will it help at school?
Often, but indirectly. Coaching builds self-understanding and strategies your child owns, which tends to show up in how they handle school rather than in a change to what school does.
Does my child need a diagnosis?
No. Plenty of families come while waiting for an assessment or because the patterns are recognisable even without one. The coaching works with how your child actually operates rather than with a label.
What sorts of things get worked on?
It depends on your child, but common ground includes:
- Confidence and self-belief after a difficult stretch
- Understanding their own brain in language that makes sense to them
- Routines around mornings, homework and bedtime
- Getting started when a task feels too big
- Managing frustration and big feelings
- Self-advocacy — being able to say what they need
Is what my child tells you confidential?
Yes, within clear limits. I don't relay the content of sessions as a matter of routine, because a child who thinks everything goes straight back to their parents will not say much worth hearing.
The exceptions are set out in the coaching agreement you sign: where the law or a court order requires disclosure, where I have a reasonable belief of serious risk of harm to your child or someone else and where illegal activity is disclosed that I am obliged to report. Wherever possible I will talk to you first, unless doing so would put someone at risk.
Coaching is not a legally privileged relationship in the way that legal or medical ones are and I would rather you knew that from the start.
Are you DBS checked?
Yes. I hold an enhanced DBS check, which is the level appropriate for working with children and young people.
If you would like to see it before we start, just ask on the discovery call. I would far rather you checked than wondered.
What professional standards do you work to?
I work in line with the ethical standards of the International Coaching Federation (ICF) and the Professional Association for ADHD Coaches (PAAC).
Like most coaches I discuss my practice in supervision and mentoring. Those conversations are fully anonymised, with no personally identifiable information shared.
I don't keep recordings of sessions; I use a transcription tool to take notes. Those notes are stored securely and handled in line with UK GDPR.
What do I sign as a parent?
For anyone under 18, a parent or guardian signs the coaching agreement. It is written in plain language and covers how we work together, confidentiality and its limits, data protection, fees and cancellation.
You will have it before we start rather than after and I would encourage you to read the confidentiality section properly so that you and your child both know where the lines sit.
What does it cost?
Prices start at £130 per session. Sessions are online and arranged after a free discovery call, so you can decide whether it's right for your child before committing to anything.
I also keep a small number of subsidised places for people who genuinely could not otherwise access coaching. If that is you, say so on the discovery call.