ADHDifference

S2E6: Advocating For Support - Neurodivergent Needs in UK Schools + guest Greer Jones

• Julie Legg • Season 2 • Episode 6

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Julie Legg chats with Greer Jones, a UK-based podcast host, neurodiversity advocate, and founder of the Unfinished Idea community - a space dedicated to supporting parents raising neurodivergent children.

As a mum to a son with autism and ADHD, and part of a neurodivergent couple herself, Greer brings deeply lived insight to the realities of navigating education, diagnosis, and daily life as a neurodivergent family. In this heartfelt and powerful conversation, she shares how her son’s diagnosis led to her own late ADHD diagnosis, the challenges of advocacy in the UK system, and the collective power of community-driven change.

Key Points from the Episode:

  • Greer’s dual journey navigating her son's ADHD and autism diagnosis, which ultimately led to her own realisation and diagnosis of ADHD in adulthood.
  • The emotional impact of late diagnosis, including reframing the past and the freedom that comes with understanding.
  • Challenges of the UK system – navigating the Right to Choose for assessment, and the massive inconsistencies in support services across schools and regions.
  • How the Unfinished Idea podcast and community began, providing connection and visibility for parents navigating similar paths.
  • Grassroots activism at its best – Greer’s role in organising a national rally in front of UK Parliament to protest the broken EHCP (Education, Health and Care Plan) system.
  • The power of collective voice, as hundreds of parents and allies joined the movement to call for change in the UK’s education support system.
  • Strategies that support her own neurodivergent brain, including written instructions over verbal ones, and grounding techniques using sensory awareness.
  • A powerful message to parents of newly diagnosed children: “You’re not alone. Your child isn’t lazy. And you’re not a bad parent.”

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JULIE: Welcome to Season 2 of ADHDifference. I'm your host, Julie Legg, ADHD advocate, author of The Missing Piece: A Woman's Guide to Understanding, Diagnosing, and Living with ADHD, and an unapologetic doer of many things. This season, we're turning up the volume with a global lineup of brilliant guests bringing their lived experiences, insights, research, strategies, and resources. And of course, along with a healthy dose of humour and humility. Whether you're neurodivergent yourself or just curious, there's something here for every curious brain. Let's dive in. Meet Greer Jones. She's the host of the Unfinished Idea podcast and the founder of the Unfinished Idea community where she supports parents raising neurodivergent children. As a mum to a son with autism and ADHD and part of a neurodivergent couple herself, she knows first-hand the joys and challenges of navigating the neurodiverse world. Through her podcast, writing, and resources, Greer creates a space where families can feel seen, supported, and reminded that they're not alone. Her passion is helping families find community, break down isolation, and embrace their unique journeys with honesty and hope. Welcome to the show, Greer. [Hi, thank you for having me.] It's nice to see you again. Diving straight into the questions. So, you're not only a podcast host, but also a mum of neurodivergent children. Can you take us back to when ADHD first became part of your story? 

GREER: Yeah. So, there's kind of two starts to my story. So my son who's now six, he was diagnosed with ADHD and autism, but with ADHD about a year, two years ago now. And we knew before that. So we knew from kind of age two that he was just receiving and processing the world differently. So we didn't really know what exactly that was. You know, we were like, is this ADHD? Is this autism? You know, like we didn't know what that was, but we kind of just did that. And so really is that was kind of when I started diving into what ADHD is. And you know, I mean, I have an education degree. So I had a very short module on additional needs which ADHD was included in that, but that was a two-hour lesson on the whole spectrum of all the spectrums. So you can imagine how in-depth that was. But yeah, so just diving into that and really looking at that and what does ADHD mean? And a lot of that information was about boys, I'll just be honest. And so I never really thought about it for me until I was in the thick of it with my son. So my son had been diagnosed with both ADHD and autism. And I kind of just went into a bit of a spiral of kind of life and just grief and all of that. And I was listening to an author, her book is called It All Makes Sense or Now It All Makes Sense, something like that by I can't even think of her name. I'll think of it, but I was listening to it. It was listening to it as an audio book and the amount of times that she was... I felt like she was reading my life, was like the whole book I was like, "Oh my gosh, she just wrote a book on my life and we've never met. Like she lives halfway around the world."  And so that was when I kind of started diving into what ADHD looks like for women or girls and realized it's massively different and realized that for... obviously this is not for everyone, but for most boys it's more the physical running around. I mean we kind of joke, you sit, you well... you don't even sit in the room with my son, you're just in the room with my son and you can see within 10 minutes he's bouncing off the walls moving from thing to thing like very classic boy ADHD and just very like the physical side of ADHD. Whereas for girls and women it's more the mental side of ADHD and the like constant. So I always said, my eyes are open, my brain is on at 100 miles an hour. Like I don't need a warming up time. I am on which can be great except at 2 in the morning when your son wakes up and you're then up and your brain's like, "Oh, we're waking up now. Okay, let's go for the day." But yeah, so things like that I just thought, "Oh, that was just me. That was normal. That was it. No one else is doing this." Like, you know, things like that. Or the fact that I have an ideas journal next to my bed because of the amount of ideas that I have. So things like that I just was just kind of assumed, oh that was just a normal thing and then realizing it wasn't. It kind of then made sense, made my life sense. And so yeah, it kind of has opened my eyes to see how different ADHD and women is, which has a whole... yeah, that's a whole another topic, isn't it? 

 

JULIE: And have you been formally assessed? 

GREER: Yeah. So, I got... So, in the UK we have obviously the NHS and then we have through that the Right to Choose. So, I did the Right to Choose option which was way quicker and just means you kind of go a slightly different route but it's the same thing. And yeah, so I got assessed about a year ago, not quite a year ago, and it was really freeing. I mean, unfortunately in the UK, particularly for adults who get a late diagnosis, there's not a lot of support for adults. And so a lot... so my husband, for example, he's autistic. He in his mind is never going to go and get assessment because there's no support. There's no point. like he's like, "I don't get anything for having this piece of paper." Whereas for me, I needed it just to prove I wasn't crazy. Because so many people so many people were like, "Oh, you can't." Once I had the diagnosis and was kind of starting to tell people, people were like, "No, you aren't. You can't." Like, and then they'd fill in a reason why I was, I couldn't have ADHD, you know, like. And some of it was, "Oh, let me explain why." You know, for example, I'm never late to a meeting, but that's because I was once late and felt so much shame that now I'm like 15 minutes early, you know, like I go the opposite, you know. 

JULIE: I'm nodding. I'm nodding profusely because that's exactly right. And I think as an adult being diagnosed later, we've already put in so many strategies, whether they're positive ones, but they work for us and we don't even know why, but we do. So, yeah. Very, very interesting. 

GREER: Yeah. Yeah. Yeah. And I mean, I look back now and think like, oh yeah, I made that accommodation for myself. So, I always put a deadline for like when I was at uni or college, I'd put a deadline a week before in my calendar. Like, so I'd go through the start of this of the term and put all the deadlines a week before they actually were because I knew if I didn't have that pressure, like I would I wouldn't do it. I wouldn't do it till the night before, which I knew I needed a little bit of buffer time to like write good papers or study for a quiz or something. And so yeah, I would trick my brain to do that. So it's like lots of things that I didn't realize I was making accommodations for, but I just thought, "Oh, that's how I work, you know, that's just... that was just me." So yeah, so yeah. So I got formally diagnosed, yeah, about a year ago, and it has been very freeing and very, yeah, I think freeing is the best word. I think there's lots of little things that have come up with it, you know, with kind of looking back on my life. I've done a lot of that this past year as well of like looking back at different scenarios and different kind of memories and thinking through, "Oh, that's why I reacted that way or that's why this was harder or easier or..." which is hard. It's like it brings up a lot, but I also think it's put me in a position where I can talk about my past and not... and I don't want to think my past wasn't bad. It wasn't. I didn't have a bad childhood or growing up or anything, but I can now look at it with a little bit more compassion, I think, and a little more... oh yeah, this. It's just the amount of times I've said, "Oh, this makes sense now," this last year. 

JULIE: This unpacking is really common, too, to really reframe some memories and look at them in a different light or through a different lens, a particular situation or a reaction that you may have had, adding your ADHD layer to that. Now you know what it's all about and thinking "Of course that was my reaction. Of course that's why I might have quit that job or threw away that friend set or was emotionally upset over this incident that appeared to be 'very small' in everyone else's mind, you know. So it's a great process. Going back to your assessment in the UK, how long did you have to wait? What's your waiting time for an assessment? 

GREER: So, if you go through the NHS, it's like 3 years, but because I did the Right to Choose, which is still free, and I recommend this to anyone. I literally was saying something to someone at the school gate today. I was like, "Oh, Right to Choose." It made it down to about 8 weeks for assessment and then another like 3 weeks for final confirmation. Why is there such a huge difference between the two? Yeah. So, one, because people don't know about the Right to Choose. It's kind of a hidden secret in the UK, which I don't know why because I don't know, it's the NHS. I don't know a lot of things about the NHS, and my husband works for them and he's still baffled by things. But, so yeah, some of those people don't know that they can because everything is done by NHS. The other thing is it can be you. So you'll get... the process for Right to Choose is you go to your GP and say "I want to do Right to Choose, this is why, blah blah blah blah" and they have to sign a form. And sometimes a doctor can deny that because they can for whatever reason, they do have to give a reason but they can technically deny it. So I went in very clear saying I was not seeking to take medication for my ADHD that, you know, I mean I went in with like a whole spiel. So I recommend writing down why you think you have ADHD, what you want the outcome to be. Like as in like are you wanting to be medicated, are you not wanting to be medicated, are you wanting to seek further help or, you know, advice, like advice and things like that? So, I just went in and gave him all of that information, particularly why I thought I had ADHD and why particularly for women, it's hard to diagnose. And I probably taught him more than he realized, but it was good. It was a good conversation. And then from that you go and pick a provider. But not all providers will. So if you do want to later do medicine, not all providers on the Right to Choose are a full diagnosis because they... what they can do is give you a recommend quote- quote 'recommend diagnosis' of like what they believe you have but it's not a full diagnosis. So that's the other thing just to say is like make sure that wherever you go it's a full diagnosis recognized by the NHS. Because that's the other thing is sometimes people kind of get tricked which... so Right to Choose doesn't always have the best name because of you got to read the fine print. But yeah so it's just a private company. It's free. You just type in your... you get a special code with your Right to Choose form and you type that in. So it's still free. It's still all done. It's just yeah, you kind of you have to do a little bit more of the research and you have to do you have to be proactive, which as an ADHD person, that might not be the strongest, strongest thing you have. But yeah, when you want it, you get it. So, yeah. 

JULIE: Awesome. Also very interesting. Myself with my assessment as well, I opted before the assessment that I wouldn't be taking medication and so that pathway was a lot faster going through a psychologist rather than a psychiatrist in New Zealand. So yeah, it really did cut that waiting time. Greer, can you tell me more about your podcast, The Unfinished Idea? 

GREER: Yes, I would love to. The Unfinished Ideas started really just with the idea of trying to share the everyday, about the everyday and being a neurodivergent family, and what that kind of looks like for us. And realizing that our everyday is different and the world doesn't always see that. And so kind of just wanting to be honest and open and so having conversations with people, you know, about the everyday conversations about their journey. Conversations about kind of what their life looks like and have how they've experienced life because I think there's power in stories and so yeah, kind of sharing, sharing that. So yeah, it's a weekly podcast for anyone. The whole aim is for kind of people who are living the everyday to feel seen and heard, but then also for those who are kind of supporting them. So grandparents, aunts, uncles, best friends. It's also for them where they can kind of learn and grow and see a little bit more of what every day looks like. 

JULIE: That's brilliant. Thank you. And the links will be in the show notes for our listeners. For someone who's deeply immersed in storytelling, whether it's through the Unfinished Idea or the work that you're doing around neurodiversity support for children in the UK, what's currently fuelling your fire? What are you into at the moment? 

GREER: Yeah. So, I kind of stumbled into advocating for others. So just a little bit of a backstory. I, we had a really difficult time with our son in the school. Lots of things that were not done correctly. A long story cut very short. One day I went to our SENCO, which is our special education needs coordinator. So they're the ones who coordinate all the help that children need in school. And I said, I want to meet other mums like me because I was like statistically I am not the only one in this whole school who has a child like mine. Like you know, I want to meet other mums. So we started a coffee morning and invited any parent. It was for any parent but in the UK at least it is mostly mums who are doing this. So it was mums who came and from that we started a WhatsApp group. And we've kind of met up every so often. Some of the kids now have moved on to secondary school so the parents have left the group, which is very sad. It was a little emotional. But yeah, so from that realizing one, my child wasn't obviously the only one going through this. So having a support group, but two also just hearing how there's a lot of inconsistencies happening in our school. And then we kind of met up with some other mums from other schools that were kind of local to us and just again hearing the amount of inconsistencies that were happening. And I was just like, there has to be something. Something has to change. Like this isn't you know, how can one child not have to wear a uniform but another child does? But that child you know, all the things, it was just very inconsistent. And so from that kind of just starting to say, "Hey, I'm happy to come in and help you in a meeting or I'm happy to sit quietly in a meeting and help you." Because sometimes you just need someone afterwards to be like, "This is what they said." And that other person, you know, kind of being like, "Oh, I've heard it this way." You know, just bouncing off that kind of thing. And so from that, again, just learning more about so the EHC process, which is our educational health care plan, which is the plan that you get when your child needs support. And it means that the government then gives funding to the school. So to get that plan, parents have to go fill out a million and one forms. About five people have to observe the child and all write reports. You have a big meeting to confirm all the reports. You then submit it to your local authority or like the local council government and they unfortunately about 80% of the time deny it. They just right out deny it. And they do that because it costs them money. I'm just going to be honest. And so then you have to go through tribunal and you have to fill out more forms and have more observations and have more meetings. And oh, it's a very long process. And I just was like in the end... what a lot of councils do is the night before you go to tribunal. So you're supposed to go to an actual place and have this meeting and it again cost. Usually the night before the council will succeed and you get the HCP but you've now delayed it by about 6 months. You've cost about £2,000 to £3,000 extra because of all the different people and agencies involved. And so our experience of that was very similar. That was pretty... I've just summed up my experience, but that is the experience of hundreds of thousands of parents. And statistics came out about a year ago maybe. Yeah, about a year ago that said councils lose or succeed 99% of their EHCP tribunals and the 1% they do quote unquote 'win' it's shown that parents have just they've decided they don't want to continue the process. So it's not that they've actually won, it's just that parents have stopped the process, if that makes sense. So that just like, that's really what fuelled my fire. That's a long way to say that's what really fuelled my fire of like the councils, the local authorities, the government are basically putting parents and families through so much turmoil, so much frustration, so much just negligence. I'll just like I think just that you know, that's not okay. Just so that they can quote unquote 'potentially save some money'. And so I started meeting with our council. I meet, I met with our local MP and was like, "What's your what are you doing about this? What are you doing to change this?" You know, "Here are the statistics. Here's the things." And, they were "I don't know." They were... they had thoughts about it. We'll just say we didn't always agree. So I took it higher. So, I went to my... so not just my local council kind of MP, but then my area MP, which is the bigger government and again said, "What are you doing about this? Here's how many children in your constituency who are on, you know, who have current AHCPs. Here's the current number of people applying for them. You know, what are you doing?" And through that process I then met this other group called Let us Learn too who were fighting for the same thing. And met up with them and was like okay, what are we going to do to change this? Because that's when I think I was very aware of my area in England and I knew this was happening across the country, but to hear there's a group of six mums, to hear that they all we all went through the same thing. And we've all contacted our MPs. We've all, you know, we've all done the same steps but across England and change isn't really happening. We need to make a bit more if that makes sense. And so we put together a rally which happened just over a week ago which is weird to think that it feels so long ago but yet equally doesn't feel that long, in front of parliament to say enough is enough. And when we started kind of putting the word out and sharing our kind of vision and thoughts and stuff. We didn't really know what was going to happen, because the media in the UK is very hit and miss when it comes to supporting children with additional needs. We've had headlines where it's been "the government needs to reform and change it" and when we've had headlines where it's like "they're a drain on society". So, it's very hit and miss and very hard. So, we weren't really sure what was going to happen. We weren't sure. Yeah. But because of our relationships with RMPs, we got to make some noise. So, so RMPs all backed it, all backed the rally. They actually all came, which was really encouraging. We actually in the end... so we had a rally and then we had a drop in time where they could ask more questions. So in the whole day we saw about 60 MPs I think, around then I think if I'm correct. Yeah, so which was amazing to hear like this was really something that they were they couldn't shy away from because of the amount of noise online that they were, that we were kind of making. And not just, I mean the community of a lot of mamas online kind of raising noise and sharing and being like "Yeah we need to change" like I think that helped. We set up templates for people to like click a form basically that they could then automatically send to their MP. So, I know my MP was saying that he was, he was basically like... he's like, "Oh, I basically feel like I'm being... " not in a bad way. He was kind of joking "like being attacked" because the amount of emails he was receiving from his constituents that were all the same. It was just this form that people were just like filling out which I was like, "Yeah, this is great." Like I thought that was fun. But yeah, and then in the end we had about 700 people come to the rally, which was amazing. And it's right in front of Parliament and it was really just an opportunity for people to come together. I mean I think what I took I took away from it was two kind of two things. One, meeting people that I've know online, I've only interacted with online or on a screen, seeing them in person, there's just like a whole different vibe and just togetherness of that. I don't know how else to describe it, but it's like I don't know, there was this big vibe and energy of just like we are one and we all have different journeys. We all have different stories, but we all get it and we all know how hard this is. And so that was really fun. It sounds weird to say, but fun. And then the two was just the noise. We weren't loud, not like the actual noise, but the there was so much media there. There was so like so many MPs were there. You know, just and even passer by-ers. So I kind of stayed on the outside of the kind of rally area and the amount of people who were like "Oh what are you... what are you trying to do? Like what are you rallying for? What are you protesting?" And to kind of have those conversations with people was really interesting because everyone was shocked that the government make it so hard. One... so our rally was two things. One, they make it so hard to get support, and two, they were they're trying to cut the support. So, not only like trying to say like, "Let's make this easier," but they're also saying like, "We don't need to support these children." So yeah, it was amazing to hear the public kind of also stand up. And we had people join in who like weren't planning on it. They're, you know, like we had this whole tourist group come for like half hour, 45 minutes because they're like, "Yeah, no, this is important." and like and they're from Canada. Like I was like, "Okay, cool." So yeah. So that's a really, sorry that's a really long-winded answer, slightly an ADHD answer of saying like I yeah, just change needs to happen in the UK. And I am happy to be a voice for that and so I'm going to use my voice for that. You know, I'm going to stand up and say this isn't okay. And it started with my son and then it started with the kind of area and then now it's moved to the whole country which it's a lot but it's exciting. 

JULIE: That's wonderful how you've identified a problem. You've taken ownership of doing something about it using your voice and your understanding of the system. Driving further, getting momentum with others, creating a rally. Making some noise out there in the media to identify some of the problems that you have there in the UK. That's amazing progress and that's very exciting that a number of voices can actually start to make change. Ultimately, what are the next steps in your vision here? Is there a time frame or what's the next step? 

GREER: Yeah. So, the reason we did the rally last Monday was because Parliament was in Parliament so they could actually hear us and see us. And also because we have something called the white papers which is the plan basically. And they came out a few days ago and basically it was to set out what the plan is for education. The white papers is all kind of about that. That was probably why we wanted to do it before then obviously because then we could hopefully make a bit of noise to say like "Let's you know, let's make sure these are included in your plans." I feel hopeful. I don't.. I always say that not hesitantly but with a little asterisk because they definitely heard us and they definitely are like "Yes we need to invite parents into the conversations. We need to think about these kind of key area like different areas of the support that children get." So very hopeful and that they are moving in the right direction. Words are great but action is the truth if that makes sense. And so it's kind of now we're just kind of waiting like okay what's are they going to actually take action? Or are they just kind of saying good things so they can say nice things. So right now we're kind of just in a waiting period. There's different things that come into effect at different times over the year. So, they've said like in I believe it's October, November, they're going to start moving this plan along. And so we're kind of hopeful for that and just kind of waiting for that timeline to see, okay, do they mean it or are they just saying good things or nice things? 

JULIE: So, I'm just wondering briefly if you could explain what some areas of support actually would look like within the school or the classroom arena? What really would make a difference to neurodiverse children? 

GREER: Yeah. So, I think it well one is your area definitely depends on what you're you can access and wanting to kind of make that. So it's you can access anything wherever you are. So we are in an area that thankfully has a lot of access to things so we can get. So things like.. so my son does play therapy, art therapy, and music therapy all within school and he has access to that. Whereas if he were to go to the county over to us, he wouldn't get access to any of that. And so some of that is just trying to equalize the access for everyone. Which I think yes, that's definitely needed because yeah, that's good. The other thing is just the whole process. So, if I, I'll be honest, if I wasn't on top of it, my son wouldn't get the support he needed as quickly as he got it because I was the one that said, "Okay, this deadline has now not been met. You now have this time, this time for him to meet it." And if not I'll, you know, I'll take this further basically. And that's... I don't know a lot of parents who do that because they partly because a lot of people are working you know lots of jobs. I'm in a position where I have flexible hours. So you know I could do that. I could meet you know, I could go to school at... the amount of times I've had school call me and say "Oh could you come in for this meeting in half an hour?" And I can say, "Yep," because I live 7 minutes from the school. So, that helps you. So, things like that. I think as well, just the whole process of trying to, I don't want to say equalize the process, but in the sense of making it so parents don't have to jump through so many hoops. I mean, again, because of the work I do around neurodiversity and advocating for support, I knew what evidence I needed. So when in meetings I would go in and say like "Okay here's the evidence that you need," before they even asked it. 

JULIE: Thank you so much for sharing that. It just sounds really exciting and involved, and obviously something very passionate about. And so good on you for putting all those hours and your voice to be an advocate because I know that life with ADHD brings challenges of course. And I'd like to ask you about a tool or a strategy that you use to keep you grounded especially when things get overwhelming? 

GREER: So one thing that I do which again, looking back, I'm like yeah this makes sense, is so instructions. Don't tell me instructions like, verbal instructions I'll get to step maybe step two. I'll do the first step. After I'm like "What?" So something that I always say is text me instructions and write down one, and then do, you know, two what, like and I tell and I have always said, you just text me. Just text me the instructions. Don't right like right now, just stop, wait. You know, instead of you telling me, just write them out and text, you know. Text them to me. And that has helped so many times particularly because my husband who's autistic, he is very, very direct. Like I say he's a bit of a robot. So he'll you know, walk 10 steps and then turn left you know. Like you lost me at 10 steps, like you know. Like I get to turn up and be like "Oh what am I supposed to do?" So writing, like having him text those to me, it just helps release any arguments. It helps me so I don't get overwhelmed by what I'm supposed to be doing. And he's also able to be very black and white in his instruction giving because he can say "Walk 10 steps and then turn left." Yeah. So, I'd say write down or have someone text the instructions to you. The other thing is.. this is one that I do, but also recommend even if you don't have ADHD, but you're raising an ADHD child, is to do breathing. Grounding breathing or kind of breathing technique. So, I do a lot of like name five things that I can see, four things that I can hear, three things that I can touch, two things that I can smell, and one thing that I can taste. And just doing that helps me, in time. Particularly so noise gets very overwhelming and so when I'm in like sometimes when I'm shopping at the grocery store, I try not to go on a Saturday because that's when everyone and their dog goes, but if I need to go on a Saturday for some reason and I can't start to get overwhelmed then I'll even sometimes just stop in the aisle. Or I'll like pick up something and like look like I'm reading the ingredients, but I'm not. I'm going through the five steps. Like, and I've done that as well with my child when he's having a meltdown, taking a moment to make sure he's safe. Kind of trying to step out a little bit and go through that process to help me just to calm, just to breathe, and kind of just, yeah, let my body to kind of settle back down. 

JULIE: That's sounds like a micro mindfulness moment, isn't it? When you're forced and not just to breathe, but forced to think of something that we do well and we.. our sensories are great and to think and stop and hear and touch and that yeah really centers us back to this grounding level which which you mentioned. Oh, great. That's a great tip. Thank you very much. If there's a parent with a child that's just received an ADHD diagnosis, you having been in that situation yourself, what would you like that parent to hear? 

GREER: That they're not alone. That it can be overwhelming. It can be isolating. It can be so many things, but the one thing is they're not alone. There is a whole community of mamas, of parents who are out there to support you. And to say I'm you know, I think back to when I started this journey I'm so grateful for the people that have fed into me but then also I get to feed into as well you know. We get to learn kind of from everyone. So to say you're not alone in this. And the second thing would be that your child isn't lazy and you're not a bad parent. The amount of times I've heard that about my son is either he's lazy or I'm a bad parent is overwhelming. Partly when we got his diagnosis, part I had a bit of a shame spiral because I thought that was true. I was a bad parent. That's why he has this which is not true at all. That's what you hear. That's what you believe. And so just to say that those two things are not true, that your child is wired differently and processes the world differently, but they have a purpose and their ADHD is not a lazy thing or that you're a bad parent. It's just they're wired differently and that's okay. 

JULIE: And on that note, Greer, thank you so much for sharing your wisdom and your insights and what's happening in the UK. It's been marvellous chatting. Thank you so much for your time today. 

GREER: Yeah, thank you for having me. It's been really fun.

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Julie Legg

Host
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Jel Legg

Co-host
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Greer Jones

Guest