adhd rhythm, Bushey (2026)

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27/07/2026

There are many challenges with ADHD that some people never have to think about.

But there are also strengths that get buried under them too, because we pay more attention to what’s wrong.

Understanding isn’t about being right or trying to explain things away. It’s what makes it safe to get curious.

And curiosity is where the useful questions live. Not, “why can’t I just do this?” but “what might actually help, and what could I try instead?”

That’s where possibilities lie. And it’s exactly what coaching creates space to reflect on. ✨🧡

26/07/2026

There are challenges with ADHD that many people will never have to think about.

But there are strengths that get buried under them too, often because all anyone’s been looking at is the struggle.

Understanding isn’t about being right or trying to explain it away. It’s what makes it safe to get curious.

And curiosity is where the useful questions live. Not, “why can’t I just do this?” but “what might actually help, and what could I try?”

That’s where possibilities lie.
And it’s exactly what coaching creates space for. ✨🧡

12/05/2026

Exam season brings a particular kind of pressure, for kids, for parents, for teachers.

The stakes feel high and visible signs of effort feel reassuring. And when things aren’t going smoothly, the pull to step in, direct, and fix is completely understandable.
I’ve felt all of it.

What’s shifted for me over time is where I put my attention. Not on the outputs, the revision hours, the productivity signals , but on supporting the invisible process underneath.

The self-direction that gets stronger through frequent practice, not when we direct or step in.

The wins I’ve shared in this post took intentional practice over months, and even years. They’re not revision or exam strategies. They’re the foundations of executive function that carry long after results day.

If you’re navigating exams right now, I hope the next few weeks are kind to you all. And remember, exams measure a very specific thing, in a very specific environment, on a very specific day. Not even close to the full story. 🧡🩷

03/05/2026

We coach the adults first and here’s why.

When a young neurodivergent person is struggling, starting with adults (parents, teachers, SENCOs) creates a bigger, longer-lasting impact than a few sessions with the child alone.

In this clip Michelle and Suzanne share the practical approach behind their practices and why coaching adults builds supportive systems around the child.

Quick note: executive function felt tricky to explain on the fly! It’s the inner ability to self-direct toward a goal, and that capacity can be intentionally developed through coaching. You’ll see a live example of working memory retrieval blip in the clip!

This is the first in a series, we’re just getting started.

DM for the full link and follow for part 2: what ADHD and neurodivergent coaching is, and what it isn’t.

30/03/2026

If your child has ADHD and revision season is creating friction, here are 5 ways you can support them:

1. Ask the questions that matter.
Swap output questions for reflexive ones. “What’s helping you revise, and what is it about it that works?” When they’re aware of it, they’re more likely to repeat it. And similarly, “what isn’t working, and why?” Noticing what’s not effective and adjust.

2. Fuel their brain before demand hits.
EF needs energy to run, and stress and revision burns through it faster. Keep food (plenty of protein), snacks and water accessible throughout the day. One less thing to think about.

3. Help them regulate before they learn. When the nervous system tips into dysregulation, cognition drops and effective study becomes almost impossible. Prompt them to regularly check in on their energy, notice early signs and what helps them reset. Recovery isn’t avoidance. It builds capacity.

4. Pre-plan for the wobbles and what can help. Think with them in advance: what tends to tip them over? Build a simple “if this happens, I can do this” plan, and keep it somewhere visible. Prepared beats panicked every time.

5. Blocks are data. Help them name them. If starting feels impossible, ask: what’s making this feel hard right now? The answer shapes the support.
Overwhelmed → what’s a manageable first step.
Content is hard → a conversation is quicker than battling alone. Ask a teacher, work with a friend.
Demoralised → flip it. A visible ‘ta da’ list of what’s been done and the progress made builds more momentum than staring at what’s left.

The goal isn’t more hours. It’s smarter, more supported revision.

Save this for exam season 📌 Which one are you trying first? 👇

Curious about ADHD & executive function coaching? DM me, I’d love to chat.

Address

Bushey

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http://Adhdrhythm.com/, https://calendly.com/adhdrhythm-info/30min

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