01 — What is the difference between ADHD coaching & Therapy?

An ADHD coach and a therapist play distinct yet complementary roles in supporting individuals with ADHD. ADHD coaching is a collaborative, client-driven partnership focused on building practical skills such as time management, organization, and goal-setting. It is action-oriented and future-focused, designed to enhance performance and accountability across personal, academic, and professional areas of life.

Therapy, on the other hand, is typically therapist-led and centers on exploring deeper emotional and psychological challenges—such as anxiety, depression, trauma, or low self-esteem—that often coexist with ADHD. Therapists are licensed professionals trained to diagnose and treat mental health conditions. While ADHD coaches do not provide clinical treatment, they support behavioral change and offer tools to improve executive functioning and emotional regulation.

02 — How is ADHD coaching different to Life coaching?

While both ADHD coaching and general support can help individuals maximize their potential, ADHD coaches bring specialized training, education, experience, and insight into the unique challenges of living with ADHD. They understand the complexities of executive function deficits, organizational struggles, time management issues, and the emotional toll these can take — challenges that can feel overwhelming without the right strategies in place.

Effective ADHD coaching goes beyond generic advice. It requires a deep understanding of how the ADHD brain works and a personalized approach that helps clients build sustainable habits, achieve their goals, and navigate life with greater clarity and confidence.

Many ADHD coaches also have ADHD themselves. While that lived experience can foster empathy and connection, it’s not a substitute for the professional training and education necessary to coach others effectively. Coaching isn’t just about knowing what worked for you — it’s about understanding how to support someone else in discovering what works for them, using evidence-informed methods and a structured, client-centered approach.

When choosing an ADHD coach, it’s important to ask questions. A good coach will welcome your curiosity. Don’t hesitate to ask about their training, coaching philosophy, experience, and how they stay current in the field. Coaching is a personal and professional investment — you deserve to work with someone who is qualified, ethical, and a good fit for your unique needs.

03 — What does an ADHD coach do?

An ADHD coach is a trained professional who helps individuals with ADHD navigate their unique challenges and build essential skills for success. Through personalized guidance, a coach empowers clients to strengthen their abilities in key areas such as:

• Organization: Prioritizing tasks, planning effectively, managing time, and creating functional spaces at home or work.

• Emotional Regulation: Reducing stress and anxiety, boosting self-esteem, and fostering personal empowerment.

• Skill Development: Enhancing problem-solving, punctuality, communication, and social skills.

• Goal Achievement: Staying accountable, maintaining motivation, cultivating a healthy lifestyle, and achieving career and household success.

With the right strategies and support, ADHD coaching helps individuals move forward with confidence, clarity, and control.

04 — Is ADHD coaching effective?

Success in coaching is a collaborative effort, with the client's involvement, readiness, and dedication playing a central role in achieving results. A 2018 literature review examined 19 studies on ADHD coaching. Across all of them, coaching was linked to improvements in ADHD symptoms and executive functioning. Participants also reported enhanced well-being and greater satisfaction. Coaching is an effective, complementary tool that helps individuals with ADHD manage their symptoms and tap into their strengths.

Ahmann, E. et al. (2018) ‘A Description Review of ADHD Coaching Research: Implications For College Students’, Journal of Postsecondary Education and Disability, 31(1), pp. 17–39.