In this episode, we unpack the invisible load of trying to do something simple inside a day that won’t hold it. The interruptions, the split attention, the constant restarting — and how quickly that gets turned into ‘I’m the problem.’

From the outside, it looks like nothing happened.

But inside it?

You were doing that one task

over and over again.

🧠 What We Cover in This Episode:

• Why ‘simple tasks’ don’t stay simple in real life
• What constant interruptions actually do to your brain
• How restarting a task repeatedly drains more than doing it once
• Why your brain doesn’t register effort — only completion
• The invisible load of managing kids, conflict, and tasks at the same time
• What happens when attention keeps getting split before anything finishes
• Why it feels like ‘I did nothing today’ when you were actually working all day
• How small tasks turn into identity stories like ‘I can’t follow through’
• The difference between a task not getting done… and never having the conditions to be done
• Why school holidays amplify this pattern

💭 This episode is for you if:

• You start the same task multiple times and never finish it
• You feel exhausted but can’t point to what you actually completed
• You’ve thought ‘this shouldn’t be this hard’
• You manage kids, tasks, and emotions all at once
• You feel like you’re constantly behind, even on small things
• You’ve labelled yourself as disorganised or bad at follow-through

🎁 Free Resource

ADHD Self-Test

https://adhdmums.com.au/adhd-self-test/

🎧 Related Episodes

Too Exhausted to Be the Parent You Want to Be

https://adhdmums.com.au/podcast_episode/too-exhausted-to-be-the-parent-you-want-to-be

Why You’re Bad at Asking for Help and What to Do Instead

https://adhdmums.com.au/podcast_episode/episode-18-quick-reset-why-youre-bad-at-asking-for-help-and-what-to-do-inste

📬 Listener Questions & Community

🎙️ Ask a Listener Question (voice)

Voice notes are preferred when possible — hearing your voice helps add context — but you’re very welcome to submit a written question instead.

Send me a WhatsApp voice message here:

https://wa.me/61403457313

✍️ Ask a Listener Question (written)

https://form.jotform.com/251238118486864

👥 Join the ADHD Mums Facebook Group

For community, shared language, and conversations with other mums who get it.

https://www.facebook.com/groups/adhdmumspodcast

In this episode, we unpack the very real (and very common) experience of showing up already stretched… masking it with humour… and then internalising the entire thing as a personality flaw.

The jokes land.

People laugh.

It looks like you’re coping.

But underneath it — something else is happening.

🧠 What We Cover in This Episode:

• What’s actually happening when you default to self-deprecating humour
• Why ‘being funny about it’ can be a form of real-time regulation
• How overwhelm gets rewritten as ‘this is just who I am’
• The hidden role of impression management in social situations
• Why you leave interactions replaying everything you said
• What ‘cognitive downplaying’ looks like in everyday life
• How overcommitment + pressure turns into identity, not context
• Why nothing changes when you minimise what’s actually too much
• The moment it shifts from ‘this doesn’t work for me’ to ‘I am the problem’
• What it looks like to move the pressure off you — and back onto the situation

💭 This episode is for you if:

• You make jokes when you’re actually overwhelmed
• You leave social situations thinking ‘I did it again’
• You overcommit, then feel trapped in it
• You replay what you said and cringe later
• You’ve labelled yourself as ‘too much’, ‘chaotic’, or ‘bad at follow-through’
• You feel like you have to manage how others see you

🎁 Free Resource

ADHD Self-Test

https://adhdmums.com.au/adhd-self-test/

If you’ve ever thought

‘is this just my personality… or something else?’

this is a helpful place to start.

🎧 Related Episodes

No, I Can’t Meditate. I’m Too Busy Dissociating

https://adhdmums.com.au/podcast_episode/episode-47-quick-reset-no-i-cant-meditate-im-too-busy-disassociating/

Why You’re Bad at Asking for Help and What to Do Instead

https://adhdmums.com.au/podcast_episode/episode-18-quick-reset-why-youre-bad-at-asking-for-help-and-what-to-do-inste

.📬 Listener Questions & Community

🎙️ Ask a Listener Question (voice)

Voice notes are preferred when possible — hearing your voice helps add context — but you’re very welcome to submit a written question instead.

Send me a WhatsApp voice message here:

https://wa.me/61403457313

✍️ Ask a Listener Question (written)

https://form.jotform.com/251238118486864

👥 Join the ADHD Mums Facebook Group

For community, shared language, and conversations with other mums who get it.

https://www.facebook.com/groups/adhdmumspodcast

If you’ve ever left a group chat

replaying everything you said…

and everything you didn’t…

and somehow landed on

‘that felt off… was that me?’

this episode is for you.

Because this isn’t just about group chats.

Or school committees.

Or awkward conversations that go nowhere.

It’s about what happens when everyone in the room

is solving a different problem…

and no one realises it.

In this episode, we unpack the kind of interaction that looks normal on the surface — calm, polite, ‘reasonable’ — but leaves you carrying it for hours (or days). The replaying, the second-guessing, the quiet shift into ‘I must have handled that wrong.’

And why that feeling doesn’t mean what you think it means.

🧠 What We Cover in This Episode:

• Why some conversations go in circles and never actually resolve
• What’s really happening when everyone sounds ‘right’ but nothing lands
• How different brains track completely different things in the same conversation
• Why tension builds even when no one is being openly confrontational
• The moment a conversation stops being about the topic — and becomes about identity
• Why you leave interactions with a version of yourself you didn’t walk in with
• How group chats split into side conversations (and why that regulates people)
• The hidden role of fairness, meaning, effort, and threat in communication
• Why your brain keeps replaying it later — even when it’s ‘over’
• What it actually means when something feels ‘off’ (and why that matters)

💭 This episode is for you if:

• You replay conversations long after they’ve finished
• You leave group chats feeling uncomfortable but can’t explain why
• You’ve thought ‘did I make that worse?’
• You pick up on tension that others seem to miss
• You feel responsible for smoothing things over (even when you didn’t start it)
• You carry interactions into your night, your drive, your quiet moments

🎁 Free Resource

ADHD Self-Test

https://adhdmums.com.au/adhd-self-test/

If you’ve ever wondered

‘Why do I experience conversations like this?’

this is a helpful starting point.

🎧 Related Episodes

Why You Keep Waking at 3am — And It’s Not Just Anxiety

https://adhdmums.com.au/podcast_episode/episode-26-why-you-keep-waking-at-3am-and-its-not-just-anxiety/

Why You’re Bad at Asking for Help and What to Do Instead

https://adhdmums.com.au/podcast_episode/episode-18-quick-reset-why-youre-bad-at-asking-for-help-and-what-to-do-inste

Too Exhausted to Be the Parent You Want to Be

https://adhdmums.com.au/podcast_episode/too-exhausted-to-be-the-parent-you-want-to-be

If you’ve removed the pressure…

stepped back…

even taken a break…

and you still feel on edge — this episode is for you.

Because this is the part no one explains.

When nothing is ‘wrong’ anymore…

but your body is still acting like it is.

In this episode, we unpack what happens when stress isn’t the thing driving your anxiety — and why removing the load doesn’t always create relief. If you’ve ever wondered ‘is this just who I am?’ this conversation will shift how you see it.

🧠 What We Cover in This Episode:

1. What it means when anxiety doesn’t go away after removing pressure
2. Why ‘just rest’ doesn’t work for everyone
3. The moment you realise it’s not the situation — it’s the pattern
4. How your nervous system can run rules that don’t match your current life
5. The difference between stress-based overwhelm and pattern-based overwhelm
6. Why unclear expectations quietly keep you in a constant state of alert
7. What ‘predictive patterns’ look like in real life (and why they stick)
8. Why insight alone doesn’t change how your body responds
9. What actually helps your system settle — and why it’s not what you think

💭 This episode is for you if:

1. You’ve reduced stress but still feel constantly ‘on’
2. You’ve wondered ‘why am I like this?’
3. Rest doesn’t seem to touch the feeling in your body
4. You feel worse when things are quiet, not better
5. You carry a constant mental load even when nothing urgent is happening
6. You feel immediate relief when things are clearly defined

🎁 Free Resource

ADHD Self-Test

https://adhdmums.com.au/adhd-self-test/

If you’re sitting in that space of

‘is this anxiety… or something else?’

this is the clearest place to start.

🎧 Related Episodes

CONFESSIONS: Things I Can’t Say at the Playground

https://adhdmums.com.au/podcast_episode/episode-55-confessions-things-i-cant-say-at-the-playground/

Camouflaging ADHD & Autistic Traits in Girls (with Millie Carr)

https://adhdmums.com.au/podcast_episode/replay-s1-episode-41-camouflaging-adhd-autistic-traits-in-girls-with-millie-carr-re-release/

📬 Listener Questions & Community

🎙️ Ask a Listener Question (voice)

Voice notes are preferred when possible — hearing your voice helps add context — but you’re very welcome to submit a written question instead.

Send me a WhatsApp voice message here:

https://wa.me/61403457313

✍️ Ask a Listener Question (written)

https://form.jotform.com/251238118486864

👥 Join the ADHD Mums Facebook Group

For community, shared language, and conversations with other mums who get it.

https://www.facebook.com/groups/adhdmumspodcast

There’s a moment when you realise it’s not just a ‘bad term’ at school.

It’s mornings that feel impossible.

A child who won’t go.

Or can’t go.

And suddenly the question changes from

'how do we fix this?'

to

'where do we go now?'

– What actually happens when mainstream school stops working

– Why some children aren’t ‘failing school’ — the system is failing them

– The reality of alternative education (and the myths that scare parents)

– Why behaviour often looks worse before safety is built

– What smaller, relationship-based learning environments do differently

– How to know if an alternative pathway might be right for your child

– Why some kids return to mainstream — and some never should

There’s a gap no one talks about.

Between

‘just try another school’

and

‘we can’t do this anymore’

And most parents fall straight into it

with no map.

This episode gives you language for that moment

and shows you what actually exists on the other side.

Not a ‘last resort’.

Not a room full of ‘problem kids’.

But often:

– smaller class sizes

– built-in sensory supports (not earned, not restricted)

– flexible timetables

– relationship-first teaching

– success measured beyond academics

Where safety comes before compliance

and connection comes before curriculum.

Alternative settings aren’t easier.

They’re different.

– Enrolment is often selective and thorough

– Not every child is the right fit for every setting

– There are waitlists

– And options are limited depending on location

But when it works

it can completely change a child’s trajectory.

– Your child is anxious, refusing, or shutting down at school

– You’ve tried multiple schools and nothing is improving

– You’ve been told ‘this is just how school is’

– You’re wondering if there are other pathways

– You’re scared of making the wrong call

When School Becomes the Trauma – School Series

https://adhdmums.com.au/podcast_episode/s2-ep2-school-series-when-school-becomes-the-trauma-what-no-one-tells-adhd-parents/

The Great Gaslighting: When Schools Say ‘We Don’t See It’

https://adhdmums.com.au/podcast_episode/episode-7-school-series-the-great-gaslighting-when-schools-say-we-dont-see-it/

Camouflaging ADHD & Autistic Traits in Girls (with Millie Carr)

https://adhdmums.com.au/podcast_episode/replay-s1-episode-41-camouflaging-adhd-autistic-traits-in-girls-with-millie-carr-re-release/

📬 Check out my Free Resources on Schools:

The School Complaint & Escalation Guide for Parents

https://adhdmums.com.au/product/school-complaint-escalation-guide/

Quiet Exclusion Kit

https://adhdmums.com.au/product/quiet-exclusion-kit/

https://adhdmums.com.au/advocacy/

📬 Listener Questions & Community

🎙️ Ask a Listener Question (voice)

Voice notes are preferred when possible — hearing your voice helps add context — but you’re very welcome to submit a written question instead.

Send me a WhatsApp voice message here:

https://wa.me/61403457313

✍️ Ask a Listener Question (written)

https://form.jotform.com/251238118486864

👥 Join the ADHD Mums Facebook Group

For community, shared language, and conversations with other mums who get it.

https://www.facebook.com/groups/adhdmumspodcast

There is a moment at a family barbecue where your child isn’t sitting at the table.

They’re walking.

Talking.

Eating on the move.

And someone says it.

'We didn’t have this ADHD thing when we had kids.'

And just like that, it stops being about lunch

and starts feeling like it’s about you.

Because what sounds casual

lands like doubt.

– Why 'we didn’t have ADHD back then' still shows up in families

– What people see vs the invisible regulation work parents are doing

– Familiarity bias and why ADHD gets dismissed as 'normal'

– The concept of 'load blindness' in parenting

– Why ADHD is more visible now (not more common)

– How modern expectations make differences harder to hide

– Why not forcing the battle is sometimes the most regulated choice

– You’ve felt judged in everyday moments like meals or outings

– Someone has questioned your child’s ADHD

– You’re doing constant behind-the-scenes regulation work

– You’ve second-guessed yourself after family comments

– You’re trying to support your child without turning everything into a battle

Camouflaging ADHD & Autistic Traits in Girls (with Millie Carr)

https://adhdmums.com.au/podcast_episode/replay-s1-episode-41-camouflaging-adhd-autistic-traits-in-girls-with-millie-carr-re-release/

CONFESSIONS: Things I Can’t Say at the Playground

https://adhdmums.com.au/podcast_episode/episode-55-confessions-things-i-cant-say-at-the-playground/

ADHD hasn’t suddenly appeared.

One of the most cited global studies (175 studies analysed) shows prevalence has remained relatively stable — we’re just better at recognising it now.

https://publications.aap.org/pediatrics/article/135/4/e994/33967/Prevalence-of-Attention-Deficit-Hyperactivity

Australian data tells a similar story.

Children are entering school with a wider range of developmental profiles — particularly in communication and regulation.

https://www.aedc.gov.au/resources/detail/2021-aedc-national-report

This isn’t about kids being 'worse'.

Free ADHD Resources

https://adhdmums.com.au/resources/

Advocacy Hub

https://adhdmums.com.au/advocacy/

Somewhere in almost every ADHD conversation, someone eventually says it.

'There weren't kids like this when I was at school.'

Or the slightly more polite version:

'Why are there suddenly so many ADHD kids now?'

And if you're a parent of a neurodivergent child, you've probably heard this one too:

'Maybe it's just screens.'

This episode pulls that myth apart.

Because the truth is far more complex — and far more interesting.

ADHD didn't suddenly appear in the last 20 years.

What has changed is how classrooms work, what children are expected to do inside them, and how visible neurodivergence becomes when the environment shifts.

In this episode, we unpack one of the biggest myths about ADHD and neurodivergence:

Are there actually more neurodivergent children now?

Or are we finally recognising what was always there?

– The myth that 'there were no ADHD kids in the past'

– Why increased diagnosis does not mean ADHD is suddenly more common

– How modern classrooms have changed dramatically over the last 30 years

– Why language demands in early schooling are much higher than they used to be

– What happens when school expectations exceed a child's nervous system capacity

– The difference between developmental opportunity and underlying neurodevelopmental differences

– Why early learning environments play a crucial role in supporting neurodivergent kids

– The societal changes affecting children's development, play and independence

– How pandemic stress and modern family pressure has reshaped childhood environments

– Why blaming screens oversimplifies a much bigger developmental conversation

One of the most cited global studies on ADHD prevalence analysed 175 international studies and found that ADHD rates have remained relatively stable over time.

What has changed is recognition and diagnosis, not the existence of neurodivergent children.

Global prevalence research:

https://publications.aap.org/pediatrics/article/135/4/e994/33967/Prevalence-of-Attention-Deficit-Hyperactivity

This systematic review, published in Pediatrics, remains one of the most widely referenced papers estimating ADHD prevalence worldwide.

In Australia, population-level data also tells an important story.

The Australian Early Development Census tracks developmental vulnerability across the country and consistently shows that many children are entering school with developmental differences in communication, emotional regulation and social skills.

AEDC National Report:

https://www.aedc.gov.au/resources/detail/2021-aedc-national-report

Importantly, developmental vulnerability does not mean something is 'wrong' with a child.

It tells us that children's environments, expectations and support systems all interact with how development unfolds.

And when school expectations increase, differences often become more visible.

– You have heard someone say 'there weren't kids like this when we were growing up'

– You're navigating an ADHD diagnosis and feeling overwhelmed by misinformation

– You're trying to explain neurodivergence to family members who don't understand

– Your child struggles in modern classrooms but thrives in other environments

– You've wondered whether society has changed more than children have

– You want research-backed information about ADHD prevalence

MORE ABOUT SALLY GALLOWAY & KAT MARRINGTON

Kat Marrington (Speech Pathologist) at www.Talkiplay.com

Sally Galloway (Occupational Therapist) at www.sallygalloway.com.au

FREE ADHD RESOURCES

If you're exploring ADHD for yourself or your child, these free tools can help.

A quick screening tool to help adults identify whether ADHD traits might be worth exploring further.

https://adhdmums.com.au/adhd-self-test/

Guides, articles and practical support for ADHD families.

https://adhdmums.com.au/resources/

School systems are built to notice disruption.

The child throwing chairs.

The child refusing to sit down.

The child who can't stay quiet.

But there is another group of kids.

The ones who sit still.

The ones who follow instructions.

The ones teachers describe as 'lovely', 'polite', or 'no trouble at all'.

And those are often the kids quietly falling apart.

Because when a child internalises stress instead of showing it outwardly, the education system often doesn't see the struggle at all.

In this episode we unpack what happens to internalising kids inside classrooms — why their needs are frequently missed, and what parents can actually do when the system isn't built to notice them.

We also talk honestly about advocacy, complaints, and the uncomfortable reality that change inside the education system rarely happens unless parents create pressure.

If your child looks fine at school but collapses at home, this conversation will likely feel very familiar.

– Why internalising kids are often invisible inside classroom systems

– The difference between externalising behaviour and internalised stress

– Why schools often rely on children to 'ask for help' even when that is neurologically difficult

– Practical adjustments teachers can make that reduce invisible pressure for internalising students

– How parents can translate what works at home into classroom supports

– Why documenting school failures matters for long-term systemic change

– How complaint processes to regional education offices actually work

– Why data from parents is one of the only ways the education system changes

– The difficult decision many families face when schools push children out

– Why expulsion data matters for education policy reform

– Your child looks like they are coping at school but falls apart at home

– School says 'they seem fine here' but you know the effort it takes for your child to get through the day

– You have an internalising child who doesn't speak up about their needs

– You're navigating school refusal or burnout

– You've considered making a complaint about your child's school but don't know where to start

– You're trying to advocate for your child inside a system that feels impossible to change

Find out more about Bronnie Hammond Vale here

https://www.honeycombadvocacy.com/

📬 Check out my Free Resource Mentioned in THIS EPISODE

The School Complaint & Escalation Guide for Parents

https://adhdmums.com.au/product/school-complaint-escalation-guide/

https://adhdmums.com.au/advocacy/

Camouflaging ADHD & Autistic Traits in Girls (with Millie Carr)

https://adhdmums.com.au/podcast_episode/replay-s1-episode-41-camouflaging-adhd-autistic-traits-in-girls-with-millie-carr-re-release/

Neurodiverse Classrooms (with Millie Carr)

https://adhdmums.com.au/podcast_episode/episode-33-neurodiverse-classrooms-with-millie-carr/

When School Becomes the Trauma – School Series

https://adhdmums.com.au/podcast_episode/s2-ep2-school-series-when-school-becomes-the-trauma-what-no-one-tells-adhd-parents/

The Great Gaslighting: When Schools Say “We Don’t See It” – School Series

https://adhdmums.com.au/podcast_episode/episode-7-school-series-the-great-gaslighting-when-schools-say-we-dont-see-it/

📬 Listener Questions & Community

🎙️ Ask a Listener Question (voice)

Voice notes are preferred when possible — hearing your voice helps add context — but you’re very welcome to submit a written question instead.

Send me a WhatsApp voice message here:

https://wa.me/61403457313

✍️ Ask a Listener Question (written)

https://form.jotform.com/251238118486864

👥 Join the ADHD Mums Facebook Group

For community, shared language, and conversations with other mums who get it.

https://www.facebook.com/groups/adhdmumspodcast

📬 Listener Questions & Community

🎙️ Ask a Listener Question (voice)

Voice notes are preferred when possible — hearing your voice helps add context — but you’re very welcome to submit a written question instead.

Send me a WhatsApp voice message here:

https://wa.me/61403457313

✍️ Ask a Listener Question (written)

https://form.jotform.com/251238118486864

👥 Join the ADHD Mums Facebook Group

For community, shared language, and conversations with other mums who get it.

https://www.facebook.com/groups/adhdmumspodcast

You're told your child is doing great at school.

'Wish I had more like her'

'No issues here.'

But every afternoon at 3pm something else happens.

The car door shuts.

And the child who 'had a great day' collapses.

The meltdown doesn't start at school.

It starts when the mask comes off.

For many Mums, this creates a strange kind of confusion.

School says everything is fine.

But home tells a completely different story.

In this episode we unpack the cost of being the 'good' student — the child who holds it together in the classroom while quietly burning through their nervous system capacity all day.

Because when struggle isn't loud, it often gets missed.

And the kids who look like they are coping the best are sometimes the ones paying the highest price.

– Why the child who 'behaves well' can still be in serious distress

– The difference between internalising and externalising stress in classrooms

– How masking hides the real effort many neurodivergent kids are using just to get through the day

– Why teachers often don't see the struggle happening under the surface

– The after-school collapse and what it actually tells you about capacity

– Why asking a child to 'just speak up' about their needs doesn't work for many autistic and ADHD kids

– How small classroom adjustments can dramatically reduce invisible stress

– Why trust between teacher and student matters more than most people realise

– The structural limits inside school systems that leave internalising kids unsupported

– Your child is described as a 'model student' but falls apart the moment they get home

– School says everything is fine but your child is exhausted, anxious or melting down daily

– Your child masks heavily in public but collapses in safe spaces

– You've been told your child just needs to 'ask for help' at school

– You feel like your child's struggles aren't visible enough to be taken seriously

– You're trying to support a child who carries everything internally

Find out more about Bronnie Hammond Vale here

https://www.honeycombadvocacy.com/

📬 Check out my Free Resources on Schools:

The School Choice Kit

https://adhdmums.com.au/product/the-school-choice-kit/

Quiet Exclusion Kit

https://adhdmums.com.au/product/quiet-exclusion-kit/

📬 Check out my Paid Resource on Schools:

Making School Work – Parent Guide

https://adhdmums.com.au/product/making-school-work-parent-guide/

📬 Listener Questions & Community

🎙️ Ask a Listener Question (voice)

Voice notes are preferred when possible — hearing your voice helps add context — but you’re very welcome to submit a written question instead.

Send me a WhatsApp voice message here:

https://wa.me/61403457313

✍️ Ask a Listener Question (written)

https://form.jotform.com/251238118486864

👥 Join the ADHD Mums Facebook Group

For community, shared language, and conversations with other mums who get it.

https://www.facebook.com/groups/adhdmumspodcast

You’ve sent the emails.

You’ve attended the meetings.

You’ve tried to be calm, collaborative, reasonable.

And nothing changes.

Then suddenly something serious happens — a suspension, an incident, a formal complaint — and overnight the school moves quickly.

So what just happened?

This episode unpacks the moment many ADHD mums eventually hit: the point where being reasonable stops working — and why that happens inside the school system.

Because for many families, the problem isn’t communication.

It’s understanding what schools actually respond to, what they quietly ignore, and how the system itself shapes those responses.

1. Why being calm, collaborative and ‘reasonable’ often doesn’t move schools
2. What schools actually respond to — and what gets quietly ignored
3. Why emotional emails and long explanations often backfire
4. The reality behind ‘reasonable adjustments’ under Australian education law
5. Why some adjustments are refused even when they appear simple
6. The funding model most parents have never heard of: NCCD
7. Why teachers may genuinely say they can’t do something — even when it seems obvious
8. The difference between fairness and inclusion in schools
9. When escalating a complaint becomes necessary (and how to do it properly)
10. Why documentation, meeting notes and evidence matter far more than emotion

1. You feel like you’ve been polite, patient and collaborative… and nothing has changed
2. Your child’s school says they ‘can’t’ implement adjustments that seem reasonable
3. You’ve asked for incident reports or documentation and never received them
4. Meetings feel confusing or adversarial
5. You’re not sure when to keep negotiating and when to escalate
6. You’re trying to advocate for your child without becoming ‘that parent’

Sara Hocking

Educational disability advocate supporting families navigating school discrimination, failed adjustments and escalation processes.

Sarah works directly with families across Australia dealing with school-based disability support issues and understands both the legal framework and the practical realities of how schools respond.

Disability Discrimination Act 1992 (Cth)

Disability Standards for Education 2005 (Cth)

These laws outline the obligation for Australian schools to provide reasonable adjustments for students with disability, provided those adjustments do not create an unjustifiable hardship for the school.

Nationally Consistent Collection of Data on School Students with Disability (NCCD)

The NCCD is the Australian Government framework used to determine funding and support levels for students with disability in schools.

Many parents assume funding follows their child directly to the school.

In reality, the system is far more complex — and often much less transparent.

Sara Hocking – Educational Disability Advocate

www.seebeyondau.org

🎧 When School Decides Your Child Is the Problem

https://adhdmums.com.au/adhd-podcast-episodes/when-school-decides-your-child-is-the-problem/

🎧 Raising Strong Children: How to Support Without Always Solving Their Problems

https://adhdmums.com.au/raising-strong-children/

📘 The School Choice Kit

https://adhdmums.com.au/product/the-school-choice-kit/

If you’ve experienced school pushback, refused adjustments, or confusing processes around disability support, you can share your experience here:

https://form.jotform.com/251238118486864

Your experiences help shape future episodes and resources for other ADHD mums navigating the same systems.