Graduating with my psychology degree back in 2012, little did I know that the term "neurodivergent" would later hold such significance.

My initial understanding of neurodivergence, particularly ADHD and Autism, only unfolded much later through my therapeutic work. It became even more personal when my daughter received her ADHD diagnosis, closely followed by my own. This was a turning point for our family, bringing incredible insight and clarity while simultaneously highlighting the disparity in knowledge and support throughout educational and professional settings.

In my therapeutic work with clients and their families, as the principal of the Equine Assisted Wellbeing Institute, and while advocating for my daughter's needs at school, I couldn't help but notice the pervasive stigma, lack of understanding, and inconsistent practices in schools, workplaces, and healthcare settings. It became evident that these issues weren't a reflection of individuals or organisations lacking care but were rather a result of the insufficient education and support available for educators, professionals, and parents.

This realisation has been the instigator for me to expand my neurodiversity training and workshops beyond therapeutic settings to reach a much-needed wider audience, specifically in schools and workplaces utilising my current Master's studies in educational neuroscience to enhance the impact of these initiatives.