That AuDHD Teacher

What happens when you spend years trying to understand yourself, your relationship with food, and your mental health, and eventually discover that looking after your physical health is only one part of the picture?In this episode of That AuDHD Teacher, I’m joined by Marc Paisant for a really honest conversation about his experience of living with undiagnosed ADHD, navigating anxiety and low self-esteem, and finding a new relationship with fitness.Marc shares how ADHD was first recognised by a teacher when he was at school, why that early suggestion never went any further, and what it was like finally receiving support as an adult. We talk about the difference ADHD treatment made to his everyday life, his experiences with therapy, and how he began rebuilding his confidence and taking care of his physical health.But one of the most important parts of our conversation is the realisation that getting physically fit doesn't automatically resolve everything happening mentally. Marc talks about learning to forgive his former self, understanding his relationship with food, and changing the way he approaches exercise, not as a way to run away from difficult feelings, but as an opportunity to work through them.We also discuss emotional eating, ADHD and food, building sustainable habits, starting running when you're a beginner, and why prioritising yourself isn't selfish.In this episode, we talk about:Marc's experience of being recognised as potentially having ADHD at school, but not receiving a diagnosis until adulthoodWhat changed when he finally received ADHD supportADHD, anxiety and the experience of living with mental fogTherapy, self-worth and learning to believe you're good enoughMarc's fitness journey and the challenges he faced along the wayWhy physical fitness and mental health need separate attentionEmotional eating, food habits and ADHDLearning to forgive the person you used to beUsing exercise to work through stress rather than avoid itStarting small, building habits and making time for yourselfWhy self care benefits the people around us, tooFind Marc and his work:Website: https://marcpaisant.com/Marc's podcast, Relatively Normal: https://podcasts.apple.com/us/podcast/relatively-normal/id1473698428Instagram: https://www.instagram.com/paisant_fitness/Marc also shares his work through the 6AM Run podcast and community. His website is the best place to find his current links and social channels.About That AuDHD TeacherI'm Emily, an early childhood teacher from New Zealand and a late-diagnosed AuDHDer. That AuDHD Teacher explores neurodivergence, identity, lived experience, mental health and the many things that shape how we understand ourselves.Follow the podcast for more honest conversations with people sharing their experiences and perspectives.This episode shares personal experiences and is not intended to replace individual medical, mental health or nutrition advice.

What if the support a neurodivergent child needs didn't have to wait for a diagnosis?In this episode of That AuDHD Teacher, I'm joined by Dr Inyang Takon, a consultant paediatrician specialising in neurodevelopmental and neurobehavioural disorders, with extensive experience assessing and supporting children with ADHD, autism, epilepsy, tic disorders and other developmental differences.We talk about why neurodivergent children can go unrecognised, the common misconceptions surrounding ADHD and autism, and why behaviour that is often labelled as naughty, lazy or oppositional may actually be a sign that a child is struggling.Dr Takon shares her insights from working with children, families and schools in the UK, including the importance of early identification, the impact of cultural beliefs and expectations, and how educators can recognise patterns of behaviour that might otherwise be missed.We also explore a particularly important message: children don't need to wait for a formal diagnosis before receiving support. With the right strategies, understanding and intervention, we can start making a difference much earlier.In this conversation, we discuss:• Common myths and misconceptions about ADHD and autism in children.• Why a child being academically capable doesn't mean they can't be neurodivergent.• Why hyperactivity isn't the only presentation of ADHD.• Recognising less obvious signs of ADHD in educational settings.• How teachers can monitor patterns, introduce strategies and communicate concerns with parents.• Supporting parents who may be reluctant to consider a neurodevelopmental assessment.• The importance of early identification and intervention.• Why waiting for a diagnosis shouldn't mean waiting to provide support.• Cultural differences, stigma and the way neurodivergence is understood across communities.• ADHD medication and the role of psychoeducation and behavioural support.• What parents can document and prepare before seeking an assessment.• The importance of looking beyond diagnosis and focusing on everyday support.Dr Takon also shares more about her work developing resources for parents and professionals, including School Doctor, her Early Intervention Matters podcast and Brain Diverse.One of my biggest takeaways from this conversation is that we need to move away from seeing diagnosis as the starting point for support. We can observe, understand, adapt and support children while they are waiting for answers.Whether you're a parent, teacher, early childhood educator, health professional or someone interested in neurodiversity, I hope you find this conversation helpful.CONNECT WITH DR INYANG TAKON:Website: https://www.drtakon.com/School Doctor: https://school-doctor.com/School Doctor resources: https://school-doctor.com/resources/Early Intervention Matters podcast: https://www.drtakon.com/Brain Diverse: https://braindiverse.org/Instagram: https://www.instagram.com/early_interventionmatters/LinkedIn: https://www.linkedin.com/in/inyang-takon-paeds/Substack: https://neuropaeddoc.substack.com/Email: [email protected] THAT AuDHD TEACHER:I'm Emily, an early childhood teacher and late-diagnosed AuDHDer. That AuDHD Teacher explores the experiences of neurodivergent people, late diagnosis, autism, ADHD and the many different ways we experience the world.Thank you for listening. If you enjoyed this episode, please follow the podcast, leave a rating or share it with someone who might find this conversation helpful.Until next time, be kind, take care and I'll see you in the next one.

What happens when you can't stop thinking about someone, but it isn't romantic?In this episode of The AuDHD Teacher, I'm introducing a topic that I think deserves much more attention: non-romantic limerence. While limerence is often discussed in the context of romantic attraction, intense preoccupation with another person can also centre on friendships, colleagues, mentors, teachers, or people whose approval means a great deal to us.As a late diagnosed AuDHDer, this is something I've experienced personally, and for a long time, I struggled to understand why certain people occupied so much space in my mind. Why could a small interaction stay with me for days? Why could a message make me feel so happy, while a delayed reply or change in someone's behaviour left me questioning everything?In this episode, I explore what non-romantic limerence can feel like, the role of uncertainty and reassurance, why someone might become so emotionally significant, and how experiences associated with ADHD, autism, masking and social uncertainty might overlap with these feelings.This is a personal introduction to the topic rather than a definitive guide. Limerence isn't a formal mental health diagnosis, and non-romantic limerence isn't an established clinical subtype. I'm sharing my own perspective and exploring a concept that has helped me make sense of experiences I didn't previously have the language to describe. Because sometimes, the hardest part isn't just experiencing these feelings. It's wondering why you feel them so intensely in the first place.If you've experienced something similar, I'd love to hear your thoughts. This is a conversation I'd like to continue.Follow The AuDHD Teacher for more conversations about AuDHD, late diagnosis, neurodivergence, relationships and the experiences we don't always talk about.Content note: This episode discusses intense attachment, social uncertainty and emotional distress.

Paris Hilton has spoken openly about ADHD as her “superpower”, but why does that language feel empowering to some people and uncomfortable, even hurtful, to others?In this episode of That AuDHD Teacher, I’m unpacking the conversation around ADHD, disability, strengths and the pressure to find the positive in our neurodivergence. Inspired by Paris Hilton’s ADHD advocacy and her recent conversations about creating environments that help her thrive, I’m exploring why we need to be able to talk about both the strengths and the very real challenges of ADHD.I also unpack a perspective shared by neurodivergent advocate Sonny Jane Wise: ADHD can be a disability that comes with strengths, depending on our access to resources, accommodations, support, privilege, and the environments we live and work in. What does that actually mean, and why does it matter?Because having ADHD can come with creativity, passion, hyperfocus and innovative thinking. It can also mean executive dysfunction, overwhelm, exhaustion, barriers at school and work, and needing support to do things other people seem to manage more easily. Those experiences aren’t mutually exclusive.This isn’t about dismissing Paris Hilton’s lived experience or telling anyone they’re wrong for seeing their ADHD as a superpower. It’s about asking a bigger question: what happens when we turn one person’s empowering experience into an expectation for everyone?ADHD doesn’t have to be a superpower to be valid. And acknowledging disability doesn’t mean denying our strengths. Let’s make room for the whole experience.Follow That AuDHD Teacher for honest conversations about ADHD, autism, neurodivergence, education and what it means to thrive in a world that isn’t always built for our brains.Content note: This episode discusses ADHD, disability, ableism, privilege and barriers to support.

What happens when you spend your whole life thinking you're not smart enough, only to discover that your brain works differently?In this episode of That AuDHD Teacher, I'm joined by Marvie Corbett, a licensed clinical social worker, therapist and author, for an honest conversation about late diagnosed ADHD, dyscalculia, executive functioning and learning to understand ourselves with more compassion.Marvie shares how experiencing postpartum anxiety and depression eventually led to her ADHD diagnosis, and how discovering she also had dyscalculia helped her make sense of years of academic struggles. We talk about the impact of believing you're lazy or unintelligent, the relief of finally understanding why certain things are harder, and how diagnosis can change the way we see our younger selves.We also explore why ADHD can be missed in girls and women, how neurodivergent traits can be mistaken for character flaws, and why struggling with organisation, motivation or task initiation doesn't necessarily mean someone doesn't care.Marvie shares her approach to supporting neurodivergent children and families, including understanding individual executive functioning strengths and support needs rather than relying on one-size-fits-all strategies. We also discuss parenting neurodivergent children when you are neurodivergent yourself, finding practical ADHD strategies, medication, creativity, and the importance of recognising both the challenges and strengths of neurodivergent brains.This conversation is a reminder that understanding how your brain works can help you replace shame with self-understanding.If you've ever wondered why things seem to come more easily to everyone else, or why trying harder hasn't always been enough, this episode is for you.In this episode, we discuss:• Late diagnosed ADHD and dyscalculia• Academic struggles, self esteem and feeling unintelligent• Postpartum mental health and discovering ADHD• ADHD in girls and women• Executive functioning and practical support strategies• Neurodivergent parenting and understanding children's behaviour• ADHD medication, timers and managing distractions• Neurodivergent strengths, creativity and self acceptance• Why understanding your brain can change your lifeFollow That AuDHD Teacher for more conversations about AuDHD, late diagnosis, neurodivergence and navigating life as a neurodivergent adult.This episode shares personal experiences and perspectives and is not a substitute for individual medical or mental health advice.

What happens when you spend years believing you're not good at learning, only to discover that your brain works differently?In this episode of That AuDHD Teacher, I'm joined by Paul McKee, a former teacher and online education entrepreneur who shares his experience of living with ADHD, navigating learning differences, and discovering how to work with his brain rather than against it.Paul was labelled as struggling academically during childhood, despite being highly capable when learning was approached in a way that suited him. After years of figuring things out for himself, he received an ADHD diagnosis in adulthood and began to understand his experiences in a completely different light.We talk about what it was like growing up misunderstood at school, how Paul discovered his own learning patterns, and why finding the right strategies can make such a difference. We also explore ADHD and sleep, the challenges of managing energy and focus, recognising similar traits in your children, and how understanding your neurodivergence can influence the way you approach work and entrepreneurship.Paul also shares his journey from teaching and engineering into online education, including why he decided to make educational resources more accessible through his website, Free Worksheets.Explore Paul's free educational resources: https://freeworksheets.com/Free Worksheets provides worksheets for teachers, parents and homeschoolers, with resources created by teachers. Paul's goal is to help make educational resources accessible without the expensive paywalls that can make them difficult to access.In this conversation, we explore:Paul's childhood experiences and his journey to an ADHD diagnosis as an adultLearning differences and why traditional education doesn't work for everyoneFinding strategies that fit your individual ADHD brainADHD, sleep difficulties and creating a sleep routine that works for youRecognising ADHD traits in your children and supporting them as they growThe relationship between ADHD, creativity, risk-taking and entrepreneurshipWhy understanding yourself matters more than following a one size fits all checklistPaul's mission to make educational resources freely available to teachers, parents and homeschoolersThis is a conversation about self understanding, challenging the assumptions we make about ability, and discovering that there isn't one right way to learn, work or navigate life.If you enjoy honest conversations about ADHD, autism, AuDHD and neurodivergent experiences, follow That AuDHD Teacher for more episodes.Hosted by Emily Sigglekow, a New Zealand early childhood teacher sharing conversations and reflections on life as a neurodivergent adult.This episode shares personal experiences and is for informational purposes. Individual experiences of ADHD, sleep and treatment vary.

What happens when you discover you're autistic and have ADHD after spending decades trying to fit in?In this episode of That AuDHD Teacher, I'm joined by Dr Amanda Wilson, an AuDHD orthodontist from Hawaii who received her autism and ADHD diagnosis at 51. We talk about late diagnosis, masking, autistic burnout and the complicated process of understanding yourself through a new lens.Amanda shares what it was like growing up as a girl who was desperate to fit in, learning to hide the parts of herself that felt different, and looking back at childhood experiences that make much more sense now. We discuss the grief that can follow a late diagnosis, the friendships and relationships that change when you start unmasking, and the relief of finding people who understand you.We also get into the realities of neurodivergent burnout, including losing the ability to speak, navigating workplaces that don't always understand you, and finding ways to work and communicate that better suit your brain. Amanda reflects on her experiences as an orthodontist, the challenges of being neurodivergent in a demanding career, and how creating content has given her a new outlet for purpose and joy.This is an honest conversation about what it means to be a late diagnosed AuDHD woman, why masking can be so exhausting, and what can happen when you finally start giving yourself permission to be who you are.If you've ever wondered why you've spent your life feeling different, pushed yourself to the point of burnout, or started re-examining your past after an ADHD or autism diagnosis, this conversation is for you.In this episode, we discuss:• Late diagnosed autism and ADHD (AuDHD)• Childhood signs of autism and ADHD in girls• Masking, people pleasing and the pressure to fit in• Grief, identity and relationships after diagnosis• Unmasking and why everyday things can become harder• Autistic burnout and losing the ability to speak• Neurodivergence, workplace challenges and career burnout• Boundaries, self acceptance and finding your people• Using creativity and technology to support neurodivergent communicationThat AuDHD Teacher is a podcast hosted by Emily, an early childhood teacher from New Zealand exploring the realities of living with AuDHD, late diagnosis, identity and navigating a world that doesn't always make room for neurodivergent people.If this episode resonates with you, follow That AuDHD Teacher and leave a rating or review to help other neurodivergent listeners find these conversations.

“But you don’t look autistic". If you’re an autistic or AuDHD adult, you may have heard this before. You may even have thought it about yourself.In the first episode of Season 2 of That AuDHD Teacher, I’m talking about what autism can look like when it isn’t immediately visible to other people, and why being able to work, study, socialise, travel, communicate or appear “fine” doesn’t mean that being autistic is easy.We’re talking about autism masking, late autism diagnosis, invisible autism, autistic adults and the assumptions we make about what an autistic person is supposed to look like.I also reflect on my own experience of being diagnosed AuDHD later in life, and the strange experience of finally understanding yourself while still having other people question what they think they know about you.Because there isn’t one way to look autistic. And there isn’t one way to be AuDHD.Season 2 of That AuDHD Teacher is going beyond diagnosis and into what it actually means to live with an autistic and ADHD brain, including masking, PDA, meltdowns and shutdowns, alexithymia, late diagnosis grief, workplace accommodations, being an AuDHD teacher and much more.If you’ve ever been told “you don’t seem autistic”, or wondered whether you could really be autistic because you don’t fit the stereotype, this episode is for you.

Why do some people become so deeply attached to certain people? In this bonus episode, Emily is joined by her best friend Emma to talk about AuDHD, ADHD, attachment, hyperfocus, emotional intensity, rejection sensitivity and the experience of having someone become a major focus of your thoughts.We talk honestly about lifelong patterns of attachment, childhood experiences, teachers and mentors, relationships, reassurance, uncertainty, rumination, dopamine, people pleasing and what happens when an attachment becomes all consuming. We also explore whether people can become a hyperfocus or special interest, and why being deeply attached isn't necessarily something to be ashamed of.If you've ever thought, "Why do I care about this person so much?" or recognised yourself in the experience of thinking about someone constantly, this conversation might make you feel a little less alone.

What actually happens during an adult autism assessment?In this episode of That AuDHD Teacher, I take you through my own autism assessment experience, including the screening questionnaires I completed, what I was asked, and what the assessment process was like for me.I'll talk about the different questionnaires that were used as part of my assessment, including the RAADS-R, Autism Spectrum Quotient (AQ), Camouflaging Autistic Traits Questionnaire (CAT-Q), and Monotropism Questionnaire (MQ).I've also included links to the questionnaires I talk about in the episode below.RAADS-R: https://novopsych.com/assessments/diagnosis/ritvo-autism-asperger-diagnostic-scale-revised-raads-r/Autism Spectrum Quotient (AQ): https://psychology-tools.com/test/autism-spectrum-quotientCAT-Q: https://embrace-autism.com/cat-q/Monotropism Questionnaire (MQ): https://osf.io/wpx5g/files/4wru2 Please remember that these are screening and self-report tools, not diagnostic tests. Completing a questionnaire or receiving a particular score does not mean that you are autistic. They are simply one possible source of information within a broader assessment process.I'll also talk about something that made a huge difference to my own experience: having a clinician who understood that autism can present differently in women.I didn't feel like I had to prove that my struggles were real. They listened to me, believed my experience and that made an enormous difference.I'll also talk about finding a reputable clinician, why autism assessments can differ between countries and providers, and why it's important to ask questions about an assessment before committing to it.I've created a free resource with questions you might want to consider asking a clinician before choosing someone to assess you.https://thataudhdteacher.wordpress.com/wp-content/uploads/2026/08/questions-to-ask-an-autism-clinician.pdfMy assessment was conducted online, which also meant there were limitations to what support I could access afterwards. For example, some forms of support may require an assessment that meets particular requirements, including an in-person assessment.Your assessment experience may look very different from mine. This episode is about my personal experience of being assessed for autism and what I learned from the process. It isn't a guide to what every autism assessment should look like, and it isn't a substitute for professional assessment or advice.Welcome to That AuDHD Teacher , a podcast about my journey as an autistic and ADHD teacher, and the things I'm continuing to learn about AuDHD, neurodiversity and myself.