Summary
Emily is a Junior ADHD and Neurodivergence Coach, currently completing her ADHD Coach Training and Education with ADDCA (ADD Coach Academy), an internationally recognised programme accredited by the International Coaching Federation (ICF) and the Professional Association of ADHD Coaches (PAAC). She works with adults aged 18 and over to explore their neurodivergence, processing styles, attention patterns, strengths, needs, boundaries, values and goals.
With a background in education and extensive experience supporting neurodivergent individuals, Emily helps clients develop practical strategies and greater self-awareness to navigate everyday challenges with more confidence, intention and self-compassion.
What is ADHD & Neurodivergence Coaching?
ADHD and neurodivergence coaching isn’t therapy, and it isn’t just for ADHD. It sits alongside a diagnosis — or a strong suspicion of one — and helps translate “I know what’s going on now” into “I know what to actually do about it.” It also covers the wider neurodivergent picture, since ADHD very often overlaps with autism, dyslexia or dyspraxia, and coaching works with the whole person rather than a single label.
Diagnosis can explain why something is hard and medication can help with focus, but as the saying goes, “the pills don’t give you the skills”.’ Coaching is where those skills get built, collaboratively and at your pace – personal strategies, sustainable routines and self-understanding that help you work with your brain rather than against it.
Experience
Emily has extensive experience supporting neurodivergent people, facilitating learning, and encouraging personal growth. She graduated from Oxford University with a first-class degree in English and began her career making documentaries at the BBC before qualifying as a secondary English teacher.
Her growing interest in neurodivergence led her to specialise in learning support, first in schools and then in higher education. For many years, Emily has been a Specialist Study Skills and Strategy Tutor (SpLD, ADHD and ASC) at the Disability Advisory Service at Oxford University. She works one-to-one with undergraduate and postgraduate students, from late teens to adults in their sixties, supporting individuals with ADHD, autism, dyslexia, and dyspraxia, which often occur together.
Alongside developing academic skills, Emily helps clients build practical strategies for time awareness, organisation, communication, energy management, and creating reliable support structures. She has recently completed training in Autism Specialist Support in higher education and Mental Health First Aid and undertakes formal annual CPD on topics such as intersectionality, AI, and neurodivergence.
Emily is currently accruing coaching hours toward accreditation with the International Coaching Federation (ICF) and the Professional Association of ADHD Coaches (PAAC).
Understanding that neurodivergence is experienced personally and across all areas of life, Emily is particularly interested in the holistic and transformative impact of ADHD and neurodivergence coaching. She believes that understanding one’s unique brain wiring, processing styles, character strengths, and executive functions empowers individuals to live with intention, integrity, and self-compassion.
Approach
Emily views coaching as a thinking partnership with the client remaining the expert in themselves. Her role is to provide a supportive space where clients can think openly, understand what may be getting in their way and work collaboratively towards practical changes that feel realistic and achievable.
Her approach is informal, non-judgemental and neurodivergence-informed. Many neurodivergent adults have spent years masking differences, overcompensating, overworking or blaming themselves for challenges they have struggled to explain. Emily creates space to explore these experiences without judgement before working together on strategies for change.
She recognises that ADHD and autism can present differently from person to person and that there is no single way to be neurodivergent. Her approach therefore focuses on understanding each client’s individual experience rather than trying to fit them into a particular set of expectations.
Emily also brings a neurodivergent lens to the way clients understand themselves, helping them question whether difficulties they have viewed as personal shortcomings may instead relate to differences in attention, executive functioning, time perception, emotional regulation, sensory processing or communication.
Emily’s aim is not to make clients conform to a particular way of working, but to help them understand themselves and develop practical approaches that work with their individual strengths, needs and neurotype.
Interesting facts
Outside of work, Emily enjoys yoga, being outside in nature, food, art, theatre, and connecting with family and friends. Combining these is a joy – and a summer e-biking holiday in Italy has lit a spark!
Who Can Neurodivergent Coaching Support?
Every neurodivergent brain is different, but some common areas Emily can help clients explore include:
Time and organisation — time blindness, losing track of deadlines, difficulty prioritising and managing competing demands.
Emotional regulation — intense emotions, frustration, sensitivity to perceived rejection and difficulty recovering from emotional setbacks.
Overwhelm and sensory needs — mental and physical clutter, disorganisation, sensory overload, shutdown or exhaustion following periods of sustained demand.
Transitions and change — navigating new jobs, moving home, changes in relationships or other significant life transitions.
Procrastination and perfectionism — difficulty starting tasks, feeling overwhelmed by expectations or becoming stuck trying to reach an impossibly high standard.
Communication and relationships — understanding communication preferences, boundaries, social expectations and how neurodivergence can influence relationships.
Energy and routines — understanding fluctuating energy levels, creating sustainable routines and avoiding cycles of overworking and exhaustion.
Rumination and self-criticism — endlessly replaying mistakes or setbacks, anticipating and finding fault.
Confidence and self-understanding — moving away from years of self-blame and developing a clearer understanding of strengths, needs and individual ways of functioning.
If any of these sound familiar, that’s the starting point for coaching — not a checklist to diagnose yourself against, but a shared language for working out what’s really going on and identifying practical strategies that may help increase your sense of agency and bring about change.
Coaching topics
- Distractibility, Hyperactivity, Impulsivity
- Executive Function, Decision-Making and Working Memory
- Emotions, Overwhelm and Rumination
- Procrastination, Perfectionism and Incompletions
- Time, Sensitivities and Low Awareness
- Sensory Processing
- Strengths, Bridges and Barriers
- Transitions
- Needs and Reserves
What Clients Say
“I was struggling quite heavily with work and daily tasks, and reached a point where I couldn’t function properly on my own. It was an extremely low point — my confidence, wellbeing and mental health all began to decline. I was looking for support through a difficult time and, honestly, wasn’t sure whether coaching could really be effective.
Going through coaching with Emily was a gamechanger. It was often small things that needed to change, but having the confidence and support throughout made such a difference. It has helped me in so many ways and made my life feel valuable to me again.
I would wholeheartedly recommend reaching out if you’re struggling the way I was.”
– ADHD Coaching Client
