Reading is usually framed as an academic skill. I think that misses the bigger picture.

For children with ADHD, reading can shape far more than school results. It can build emotional vocabulary, perspective-taking, self-understanding and the ability to respond rather than simply react. And when reading is hard, those quieter losses can stack up fast.

In this episode, I talk about why books help children recognise feelings, understand motives, make sense of behaviour and develop emotional intelligence over time. I also explore what happens when ADHD reading difficulties, weak fluency or overload get in the way - and why what looks like avoidance or lack of motivation may actually be stress, shame or cognitive overload.

If you are a parent, teacher, SENCO or school leader supporting a child with ADHD, this matters because reading difficulties do not just affect comprehension and attainment. They can also limit access to one of the safest ways children build insight into themselves and other people.

Join 4,000 parents getting a helpful newsletter every other week - practical support, no overwhelm and one clear thing to do next.

Subscribe here: https://go.foundationscrm.ai/widget/form/fxR6KY8oPVJ8K9d63OYP
Subscribe to the podcast: https://linktr.ee/InclusiveTeacherCo

If this shifts how you think about ADHD and reading, have a listen and see what stands out.

ADHD, autism, dyslexia, dyspraxia.

People panic the second a label enters the room. As if naming a child’s needs is the thing that will damage them.

I do NOT buy that.

In this episode, I talk about why so many parents and educators resist labels, why diagnosis can bring huge relief, and why the real danger is not understanding but ignorance, stigma and low expectations. I get into ADHD misconceptions, girls who mask and get missed, late diagnosis in women, self-diagnosis, and the difference between explanation and excuse.

Because no label does not mean no judgement. It usually means the wrong judgement wins. Lazy. Naughty. Difficult. Dramatic. Thick. And those labels do real damage.

If you work with neurodivergent children, support pupils in school, or you are trying to make sense of ADHD, autism or dyslexia in your own family, this conversation will give you a more honest way to think about diagnosis, behaviour, shame and support.

Join 4,000 parents getting a helpful newsletter every other week - practical support, no overwhelm and one clear thing to do next.

Subscribe here: https://go.foundationscrm.ai/widget/form/fxR6KY8oPVJ8K9d63OYP
Subscribe on YouTube: https://www.youtube.com/@InclusiveTeacherCo?sub_confirmation=1

If this one hits a nerve, listen through and send it to someone who needs to hear it.

Reading is not just an English issue. It is a gateway skill.

When a child with ADHD falls behind in reading, the impact does not stay neatly inside literacy lessons. It spills into every subject, every homework battle, every exam question, every form, every instruction and every moment where independence depends on understanding words on a page.

In this episode, I make the case for why weak literacy puts life chances at risk. I talk about ADHD and reading comprehension, why some children can decode but not retain meaning, and why shame and avoidance can build fast when reading feels slow, confusing or exposing. I also share what the UK reading picture is telling us, why the warning lights are flashing, and what parents, teachers, SENCOs and school leaders need to notice before the gap gets bigger.

This matters because reading difficulty is not just about school performance. It affects confidence, access, revision, exams and long-term outcomes. For children with ADHD, hidden comprehension gaps can make it look like they are not trying, when actually the text is not sticking.

Join 4,000 parents getting a helpful newsletter every other week - practical support, no overwhelm and one clear thing to do next.
Subscribe here: NEWSLETTER

Subscribe on YouTube: https://www.youtube.com/@InclusiveTeacherCo?sub_confirmation=1


Take a listen if you want a clearer, more compassionate way to understand why reading support cannot wait.

Headlines about the SEND White Paper can hit like a punch.

In this episode I give my plain-English take on what the government is proposing: earlier support in mainstream, less reliance on EHCPs as the only route to help, and a new layer called an Individual Support Plan (ISP) to record and monitor provision.

I also share where I agree with the direction of travel (support shouldn’t be locked behind diagnosis and paperwork), and where I’m concerned: school capacity, admin load, meaningful training, and whether children who mask in school could still be missed.

I’m looking at this from both sides - families and the staff expected to deliver it.

Join 4,000 parents getting a helpful newsletter every other week - practical support, no overwhelm and one clear thing to do next.

Subscribe here: https://go.foundationscrm.ai/widget/form/fxR6KY8oPVJ8K9d63OYP

Subscribe on YouTube: https://www.youtube.com/@InclusiveTeacherCo

If you want fewer headlines and more clarity, press play and take what helps.