You don't have to
figure this out
alone.
Practical emotional regulation tools and ADHD support resources for children, teens, families and professionals — written by a clinical psychologist with specialist NHS experience.
Evidence-informed. Warmly written. Made for real families, not textbooks.
Not sure where to begin? Choose your path below. Every section has been designed with your specific needs in mind.
Guides, workbooks, school support letters and co-regulation tools to help your whole family thrive.
Find your resources →Supporting your child with ADHD while navigating your own — practical strategies from someone who understands.
Find your resources →Clinical frameworks, classroom tools, parent psychoeducation guides and CPD-relevant resources.
Find your resources →Sensory toolkits, guided audio relaxations, calm-down box resources and emotional regulation strategies.
Find your resources →A beautifully illustrated emotional regulation workbook for children aged 6–10. Built around the Window of Tolerance, stress bucket model and practical co-regulation strategies — with three professionally recorded guided audio relaxations included via QR code.
Not ready to buy? These free resources are a good place to begin. No sign-up required for most.
A warm, jargon-free introduction to ADHD — what it means, what it doesn't, and where to go next.
Read the free ADHD Diagnosis Guide →Evidence-based emotional regulation strategies for children and teens with ADHD — practical, printable and ready to use.
Read the free Calm-Down Strategies Guide →A professionally drafted letter template for requesting ADHD support from your child's school. Written by a clinical psychologist.
Get the free School Support Letter →ADHD Family Guide was created to bridge the gap between clinical expertise and the real, often overwhelming experience of living with or parenting a child with ADHD. Every resource is written with accuracy, genuine warmth, and practical usefulness in mind.
"What a welcome relief."
The unanimous response of parents of children with ADHD to receiving genuinely informed, needs-led support — Brown et al. (2025), Journal of Attention Disorders, 29(5), 312–325