Like many people I’ve spoken to, I first started looking into ADHD after reading an article about a woman who was diagnosed as an adult. A lot of what she described really struck a chord, both in terms of my own childhood and the challenges I’d faced as an adult. That article led me down a bit of a rabbit hole, and I found myself reading journals, blogs, and personal stories from others on a similar path. The more I read, the more things started to make sense.

In the summer of 2020, I was made redundant and decided to return to full-time education. I was in my mid-thirties and wanted to make the most of the opportunity, but I also had a feeling that if ADHD was part of the picture, I needed to understand it properly and find the right support. I spoke to my GP and was referred for an assessment.

After a long wait, I was finally diagnosed with Combined Type in late February 2024. It was a mix of relief and reflection, wondering how things might have been different if I’d known sooner. Unfortunately, by the time I received my diagnosis, I was in the final few weeks of my degree. That meant I wasn’t able to access much of the support that was recommended, like assistive software or having previous work re-marked.

Still, I graduated in July 2024, something I’m incredibly proud of, especially knowing the obstacles I’d had to overcome.

I now work in Further Education and am currently studying for my PGCE in post-16 education. This year I’ve been teaching on a course that includes many learners with ALN and behavioural needs, including those who are still undiagnosed or newly diagnosed. I’m passionate about showing the positive side of ADHD and helping others recognise that it doesn’t have to hold them back, in fact, it can be a real strength when understood properly.

I think my own journey through education helps me relate to students who’ve struggled, especially during those key years when support can make all the difference.

I’m excited to become a ADHD Ambassador as I believe it’s important that we work to remove the stigma that still surrounds neurodiversity, and find the right levels of support to individuals. Too many young people are misunderstood or overlooked, and without proper screening or support, they’re left to navigate challenges alone. A missed or delayed diagnosis doesn’t just affect education, it can have a knock-on effect on future employment, confidence, and wellbeing. It’s no surprise that this can sometimes lead to struggles with anxiety, low self-esteem, or even addiction. That’s why I believe early identification and the right kind of support matter so much, not just for an individual’s academic success, but for a better overall quality of life and long-term outlook.

As a Welsh speaker working within a bilingual team, I’m proud of my language and heritage. I’d love to become a Bilingual ADHD Ambassador and help represent others across Wales. With more emphasis on speaking and learning Welsh than ever before, I think it’s important that Welsh speakers of all ages see themselves reflected in these roles, and know that success and support are possible in both languages.