Living with ADHD has shaped who I am, as a learner, a teacher and a leader. It’s brought plenty of challenges, but it’s also responsible for creativity, curiosity and perspective I wouldn’t change for the world.
Growing up neurodivergent
At school, I was bright, curious and academically voracious, but I often struggled to fit into the structures expected of me. I didn’t really experience the kind of restlessness or lack of focus people often associate with ADHD. In fact, I could concentrate deeply on things that interested me. I absorbed information quickly, helped by a strong tendency towards hyperlexia, and although I daydreamed a lot, I was usually able to get away with it because I learned fast.
What I did struggle with was boredom. If something didn’t spark my interest, I’d quickly switch off, which sometimes led to misunderstandings about my motivation or attitude. Back then, ADHD wasn’t as widely recognised as it is now, and behaviours like mine were often seen as disobedience rather than signs of a different way of thinking.
Those years weren’t easy, but they taught me resourcefulness and resilience. When you constantly have to find alternative ways to succeed, you develop problem-solving skills and a willingness to think laterally. What once felt like shortcomings, with the benefit of age and experience, I now see as strengths.
From classroom to company
Before founding EdShed, I worked as a teacher. I often recognised aspects of myself in some of the children I taught, particularly the ones who struggled to stay on task or were always being told off. I knew they weren’t being lazy or disruptive; they were simply wired differently.
That experience undoubtedly influenced how I think about education today. It made me passionate about finding ways to make learning engaging for everyone, not just for those who naturally thrive in traditional systems, but for all children. That’s what we strive to do at EdShed: create tools that adapt to individual needs and make learning joyful and accessible for every child.
Leading with ADHD
My ADHD hasn’t gone away, and it’s something I live with every day. It brings huge bursts of energy and creativity, but also moments where focus and organisation don’t come quite so easily. Over the years, I’ve learned to build systems that help me manage those challenges, and I’ve surrounded myself with a team that complements my strengths and weaknesses.
As a leader, I try to build an environment that celebrates difference, valuing empathy and flexibility, and recognising that people work best in different ways. When you create a culture where neurodiversity is understood and supported, everyone benefits.
Rethinking how we support neurodiversity
One of the things I feel particularly strongly about is how schools respond to neurodivergent learners. Too often, education focuses on compliance rather than curiosity, but when we make space for different ways of thinking and engaging with the world, we don’t just help those with ADHD, we create better learning environments for every child.
Teachers play such a vital role here, and I’d love to see more training and open conversation around neurodiversity in education. Not to “fix” children, but to understand them. We’ve come so far, but there’s still so much more that can be done.
Seeing ADHD differently
Looking back, ADHD hasn’t been a limitation. It’s been a lens through which I see the world, a lens that gives me energy, creativity and empathy for others who think differently. It pushes me to innovate, to find new approaches and to keep learning.
Above all, if there’s one thing I’ve learned, it’s the importance of seeing past the behaviour. Every child who struggles to do what others find easy still has enormous potential underneath that surface. When we approach them with compassion and curiosity, rather than judgement, we unlock not just their potential, but our understanding of what learning and success can truly look like.
