First and foremost, I’m an ADHD single dad of three boys, including a son with ADHD. My interest in this work is deeply personal. I know what it’s like to experience ADHD from the inside, and I’ve also spent years trying to understand how to support a child whose brain doesn’t always cooperate with the expectations placed on him. In typical ADHD fashion, I have many hobbies and interests like languages, adrenaline sports, Science, and traveling, to name a few.

I’ve spent much of my adult life working with young people in one way or another, including over a decade coaching youth hockey and soccer programs, leading STEM activities at schools, and teaching technology at the college level. Those experiences taught me that kids crave compassionate influences in their lives. They need adults who are curious about what’s getting in the way, who listen to them, and who help them develop the confidence to understand themselves, communicate effectively, and solve problems.

That has become a major focus of my professional training in ADHD and executive function coaching. I’m interested in the practical side of executive function, things like planning, prioritizing, starting tasks, following through, setting goals, and creating systems that are flexible enough to work in real life. But I’m equally interested in what develops underneath those skills. I want young people to learn how to communicate what they need, recognize their strengths, understand their ADHD without defining themselves by it, and develop a genuine sense of self-worth and self-acceptance. I want them to understand their values and use those values to make decisions and set meaningful goals, rather than spending their lives feeling like they’re constantly failing someone else’s expectations.

My approach is collaborative and curious. I don’t expect every strategy to work for every student, and I don’t believe success means following a perfectly organized plan. We can experiment, adjust, and learn from what happens. Over time the goal is for the young person to become increasingly capable of understanding their own patterns, advocating for themselves, making thoughtful choices, and recovering when things don’t go according to plan.

What I find most rewarding is helping a young person move toward a healthier relationship with themselves while also building the practical skills they need to navigate school, relationships, responsibilities, and the transition into adulthood.