He Meant to Come Home… So Why Did He End Up in the Pub Again?
He said he was coming straight home, and he meant it.
So why did he still end up in the pub?
This blog explores ADHD, impulse, alcohol, and why understanding these skills early could change lives.
Why Some Intelligent Children Still Struggle to Learn
Many children who struggle in school are not lacking intelligence. Often the difficulty lies in the thinking skills that support learning. This article explores how cognitive abilities and executive functioning affect learning, and why the Structure of Intellect (SOI) approach can help identify where support is needed.
It’s Not Laziness: How Executive Function Gaps Shape Teen Motivation
Many teenagers with ADHD are labelled as lazy or unmotivated, but the real issue often lies in executive functioning. Skills like initiation, time management, prioritising, and sustained attention develop differently in ADHD brains. When these brain systems struggle, everyday expectations such as homework, organisation, and starting tasks can feel overwhelming. Understanding the role of executive functioning and dopamine can help families move from frustration and blame toward understanding and support.
Addiction and the Search for “Normal”
Addiction is often misunderstood as a lack of willpower. This blog explores how dopamine, regulation, and nervous system needs can make addiction risk higher if you’re autistic or ADHD — and why it’s often about escaping a low, not chasing a high.
It’s Not Bad Behaviour — It’s an Undeveloped Skill
Schools are still punishing autistic and ADHD children for behaviours caused by undeveloped skills. This blog explains why that approach is harmful — and how misunderstanding neurodivergence is damaging children’s self-esteem, safety, and education.
Why ‘No Evidence for Neurodevelopmental or ADHD Screening’ Isn’t the Same as ‘What’s Best for Children’
The Government has confirmed it will not support neurodevelopmental or ADHD screening for children, citing a lack of evidence. While early intervention is repeatedly acknowledged as essential, current pathways continue to rely on children reaching crisis before support begins. This blog explores the risks of delayed identification, the difference between screening and diagnosis, and what this decision means in real life for children and families.
The Four-Tier System: When Support Comes Too Late
The four-tier system is being discussed as a form of early intervention in SEND support. But many children don’t struggle early. Some cope through primary school and only begin to struggle later, often in secondary school when demands increase sharply. A system that requires children to move slowly through tiers risks delaying help until real damage has already been done. This blog explores why waiting for repeated failure is not early intervention — and why parents need to understand what may be coming.
Understanding Language Disorders: More Than Just a Speech Issue
Language disorders affect how people understand and use language, not intelligence. This blog explains the types, signs across ages, and how support can help.
ADHD and Vulnerability: Grooming, County Lines, and the Role of the Brain
Some children with ADHD are more vulnerable to grooming, exploitation, and substance harm — not because of bad parenting or poor choices, but because of how their brains process reward, connection, and emotional regulation. This blog explains why, and what parents need to know to protect their children.
From the Classroom to the Courtroom: Why ADHD Support Could Break the School-to-Prison Pipeline
Undiagnosed ADHD is often punished instead of supported — pushing vulnerable young people from school exclusion into the criminal justice system. This cycle is preventable.