Latest / Learn to Thrive with ADHD Podcast / Ep 142: Does ADHD Coaching Work? What the Research Actually Shows

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Ep 142: Does ADHD Coaching Work? What the Research Actually Shows · Learn to Thrive with ADHD Podcast

• 0:00
  Speaker: Welcome to Learn to Thrive with ADHD.
• 0:02
  Speaker: This is the podcast for adults with ADHD or ADHD-like symptoms.
• 0:06
  Speaker: I'm your host, Coach Mandy John.
• 0:07
  Speaker: I'm here to make your life with ADHD easier.
• 0:10
  Speaker: Let's get started.
• 0:11
  Speaker: Does ADHD coaching actually work?
• 0:14
  Speaker: If you're going to spend your time and your money on ADHD coaching, you should know whether there's any evidence that it actually helps.
• 0:20
  Speaker: Because coaching is an investment.
• 0:22
  Speaker: You're paying for someone to help you make changes in your life, and it's reasonable to want to know whether that investment is likely to pay off.
• 0:29
  Speaker: So does ADHD coaching actually work?
• 0:31
  Speaker: Has anyone studied it?
• 0:32
  Speaker: And what kind of a results can you realistically expect?
• 0:35
  Speaker: Now I'm an ADHD coach, so I obviously have some experience with this.
• 0:38
  Speaker: I've worked with adults who have made significant changes in their lives through coaching, and I've seen how much of a difference it can make.
• 0:44
  Speaker: But my experience with my clients isn't the same as the scientific evidence.
• 0:49
  Speaker: And I don't want you to take my word for it because I'm a coach.
• 0:52
  Speaker: So I went looking at the research to see what we actually know about ADHD coaching and how effective it is.
• 0:58
  Speaker: And there's some encouraging research, including two studies published in 2026 that looked at ADHD coaching specifically for adults.
• 1:06
  Speaker: Researchers have found improvements in ADHD symptoms, executive functioning, and people's ability to manage their everyday responsibilities.
• 1:14
  Speaker: But there are limitations to these studies, and we need to understand those limitations before drawing conclusions.
• 1:20
  Speaker: So today we're going to look at what the research actually tells us, what it doesn't tell us, and how you can determine whether coaching would make a difference in your own life.
• 1:28
  Speaker: Because the research is encouraging, but we still have plenty to learn.
• 1:32
  Speaker: You'll need knowing what the studies found, where they fall short, and what to look for in your own progress.
• 1:37
  Speaker: I've coached a lot of adults with ADHD over the years.
• 1:40
  Speaker: I've seen what changes and what doesn't, and I'll be straight with you about both.
• 1:44
  Speaker: This is for you if you're thinking about coaching and you want to know if it's worth your time and money.
• 1:49
  Speaker: Or if you've tried coaching before and still aren't sure it helped.
• 1:53
  Speaker: There are many different styles of coaching and you just may not have found the right one.
• 1:57
  Speaker: Before we get into the research, we need to define what we're actually measuring.
• 2:01
  Speaker: When someone asks whether ADHD coaching works, my first question is works for what?
• 2:06
  Speaker: Are we expecting coaching to reduce ADHD symptoms, help someone manage their time, improve their ability to plan and organize, making it easier to follow through on their goals?
• 2:16
  Speaker: Those are all different outcomes and they aren't necessarily measured in the same way.
• 2:20
  Speaker: For example, someone could still struggle with distractability, but have developed a better way to manage their workday.
• 2:26
  Speaker: They still get distracted.
• 2:28
  Speaker: That part of their ADHD hasn't disappeared, but they're completing more of their work because they've learned how to manage interruptions and get themselves back on task.
• 2:37
  Speaker: Would we consider that successful coaching?
• 2:39
  Speaker: I would.
• 2:40
  Speaker: Or think about someone who has spent years struggling to keep up with household responsibilities.
• 2:45
  Speaker: They're constantly forgetting things, getting overwhelmed, and feeling like they're behind.
• 2:49
  Speaker: After coaching, they have a way to keep track of what needs to be done, they're making more realistic plans, and they're no longer spending every day trying to catch up.
• 2:58
  Speaker: Their ADHD is still there, but they're managing their life more effectively.
• 3:02
  Speaker: That's the kind of improvement I want to see.
• 3:05
  Speaker: That's the kind of progress I help people work towards in my group coaching program, which is reopening soon.
• 3:10
  Speaker: To hear when it opens, join the wait list with the link in the show notes, or get on my newsletter at learn to thrive with ADHD.com forward slash weekly.
• 3:18
  Speaker: Of course, if researchers are measuring ADHD symptoms, then we need to pay attention to those results too.
• 3:24
  Speaker: But when you're evaluating coaching, we should also look at how well people are functioning in their everyday lives.
• 3:30
  Speaker: Are they following through more often?
• 3:32
  Speaker: Are their responsibilities becoming easier to manage?
• 3:34
  Speaker: Are they getting better at working through the challenges they face?
• 3:37
  Speaker: Those are useful measures of progress.
• 3:40
  Speaker: And there's some of the things researchers have started looking at.
• 3:43
  Speaker: One of the most recent studies was published in March 2026 in the American Journal of Lifestyle Medicine.
• 3:49
  Speaker: The study was called Coaching for Adults with ADHD, a prospective study.
• 3:54
  Speaker: It was conducted by researchers Elizabeth Ahmann and Micah Saviet and Mark Otto.
• 4:01
  Speaker: The researchers wanted to examine what happened when adults with ADHD participated in a structured coaching program.
• 4:07
  Speaker: Participants worked with trained, experienced coaches through 12 individual coaching sessions.
• 4:12
  Speaker: And rather than having every coach use a completely different approach, the researchers used a structured coaching process.
• 4:18
  Speaker: That gave them a more consistent way to study what was happening.
• 4:22
  Speaker: They measured several different areas before and after coaching.
• 4:25
  Speaker: One was ADHD symptoms, such as difficulties with attention and other symptoms associated with ADHD.
• 4:31
  Speaker: Another was executive functioning.
• 4:33
  Speaker: Those are the mental skills we use to plan, organize, manage our time, regulate our behavior, and follow through on what we intend to do.
• 4:40
  Speaker: They also looked at functional impairment, which is a research term for how much someone's difficulties are interfering with their everyday life.
• 4:48
  Speaker: And they examined whether participants were making progress toward their personal goals.
• 4:52
  Speaker: So what did they find?
• 4:54
  Speaker: After the 12 coaching sessions, participants showed statistically significant improvements in ADHD symptoms, executive functioning, and everyday functioning.
• 5:03
  Speaker: Now, statistically significant is a research term.
• 5:06
  Speaker: It means the major changes were unlikely to be explained by random variation alone, according to statistical analysis.
• 5:13
  Speaker: The researchers also reported medium to large effect sizes in those areas.
• 5:17
  Speaker: Effect size describes how substantial a measured change was.
• 5:21
  Speaker: Rather than simply whether a statistical test detected a difference, participants also made progress towards their individual goals.
• 5:29
  Speaker: Those are encouraging findings, especially because the study looked at adults dealing with real life ADHD challenges.
• 5:35
  Speaker: But there's an important limitation.
• 5:37
  Speaker: The study didn't have a control group.
• 5:40
  Speaker: And if you're not familiar with that term, a control group is a comparison group that doesn't receive the intervention being studied or receives a different kind of support.
• 5:50
  Speaker: For example, researchers might have one group of adults participate in coaching while another group receives their usual care or waits to begin coaching.
• 5:59
  Speaker: Then they could compare what happened in the two groups.
• 6:01
  Speaker: That helps researchers determine whether improvements were actually caused by coaching or whether other factors could explain the changes.
• 6:08
  Speaker: In this study, everyone received coaching.
• 6:11
  Speaker: So we know that participants improved during the coaching program.
• 6:14
  Speaker: What we don't know is how much of that improvement was specifically caused by the coaching.
• 6:19
  Speaker: Other things could have contributed.
• 6:21
  Speaker: People's circumstances may have been changed, they could have been receiving other support, or some of their difficulties might have improved over time.
• 6:28
  Speaker: We also have to consider that the participants were recruited through coaching practices and that the coaches had specific qualifications and experience.
• 6:37
  Speaker: The researchers acknowledged that the participant group wasn't especially diverse in some demographic areas, which limits how broadly we can apply the findings.
• 6:46
  Speaker: None of that means that the results should be dismissed.
• 6:49
  Speaker: It means we have evidence of improvement, but we need larger studies with comparison groups before we can make stronger claims about coaching's effectiveness.
• 6:58
  Speaker: There's another part of this research that I was particularly interested in.
• 7:01
  Speaker: What happens when coaching stops?
• 7:03
  Speaker: Because it's one thing to make progress while you're meeting regularly with a coach.
• 7:07
  Speaker: You have someone helping you think through problems, review your plans, and decide what to do next.
• 7:12
  Speaker: But what happens when that person is no longer there?
• 7:15
  Speaker: Are you able to keep using what you've learned?
• 7:17
  Speaker: In August 2026, the same researchers published a follow-up study looking at what happened six weeks after the coaching sessions ended.
• 7:25
  Speaker: They collected follow-up information from 42 adults who had participated in the coaching program.
• 7:30
  Speaker: And the results were encouraging.
• 7:32
  Speaker: The improvements participants made during the coaching were still present six weeks later.
• 7:37
  Speaker: In fact, the researchers found small additional improvements in ADHD symptoms, executive functioning, and everyday functioning.
• 7:43
  Speaker: The additional changes in executive functioning and functional impairment were statistically significant, although effect sizes were small.
• 7:51
  Speaker: So there wasn't evidence of participants immediately losing the progress they had made once the coaching ended.
• 7:57
  Speaker: Now, six weeks isn't a particularly long time.
• 8:00
  Speaker: We can't look at that study and conclude that the benefits last for years.
• 8:04
  Speaker: And because this was a follow-up to the same study without a control group, we still can't say how much of the improvement coaching itself caused.
• 8:12
  Speaker: But the findings give researchers a good reason to continue investigating whether ADHD coaching can help people develop skills they maintain after the coaching ends.
• 8:21
  Speaker: And that's something I care about in my own coaching.
• 8:23
  Speaker: I don't want someone to have to work with me forever just to keep their life running.
• 8:27
  Speaker: I want them to develop the ability to recognize problems, make decisions, and figure out what to do when their plans aren't working.
• 8:34
  Speaker: If someone can do those things more effectively after coaching than they could before, we've accomplished something useful.
• 8:40
  Speaker: The 2026 studies aren't the first time researchers have looked at ADHD coaching.
• 8:45
  Speaker: There have been earlier studies, although much of the research has focused on college students with ADHD rather than adults across different stages of life.
• 8:53
  Speaker: For example, a small 2011 study published in the Journal of Postsecondary Education and Disability followed seven university students who received ADHD coaching over a semester.
• 9:03
  Speaker: The researchers found that the students reported improvements in their ability to work toward goals along with a greater sense of well-being and self-regulation.
• 9:12
  Speaker: Self-regulation is basically your ability to manage your attention, behavior, and responses so you can do what you intend to do.
• 9:18
  Speaker: The students also described their coaches as helpful and supportive.
• 9:22
  Speaker: Those results were positive, but remember the study only involved seven students.
• 9:27
  Speaker: That's a very small group, and we can't assume their experiences represent everyone with ADHD.
• 9:32
  Speaker: A 2023 systematic review also looked at support programs and interventions for university students with ADHD.
• 9:40
  Speaker: A systematic review is when researchers gather and evaluate multiple studies to get a broader picture of what the evidence shows.
• 9:47
  Speaker: That review included 24 studies covering different types of support, including coaching, cognitive behavioral therapy, and other interventions.
• 9:56
  Speaker: The researchers identified coaching as one of the approaches that showed benefits for college students, particularly around goals, motivation, and time management.
• 10:05
  Speaker: But those 24 studies weren't all ADHD coaching studies.
• 10:09
  Speaker: They examined several different kinds of support.
• 10:12
  Speaker: And that's an important distinction when we talk about research.
• 10:14
  Speaker: We can't take findings from every intervention that helps people with ADHD and assume that they prove that coaching works.
• 10:21
  Speaker: We have to look at what was actually studied.
• 10:24
  Speaker: When we put the research together, there's a positive pattern.
• 10:26
  Speaker: Some studies have found improvements in areas that ADHD coaching is designed to address.
• 10:31
  Speaker: But the studies have used different approaches, different types of coaches, and different ways of measuring success.
• 10:36
  Speaker: Many have involved relatively small groups of participants, and we still need more high-quality controlled studies involving adults with different backgrounds, ages, and life circumstances.
• 10:47
  Speaker: So the word I'd use to describe the research at this point is promising.
• 10:51
  Speaker: We have encouraging findings, but we don't yet have enough evidence to say ADHD coaching is effective for every adult with ADHD, or to know exactly which coaching approaches produce the best results.
• 11:03
  Speaker: Let's take the research and bring it back to everyday life because when someone decides to work with a coach, they're usually not thinking about improving their score on an executive functioning assessment.
• 11:12
  Speaker: They're thinking about the problems they're dealing with.
• 11:15
  Speaker: They want to stop procrastinating, they want to follow through on their plans, they want to manage their time better or stop feeling overwhelmed by everything they need to do.
• 11:24
  Speaker: And they want to see some improvement.
• 11:26
  Speaker: Let's say you've been struggling with managing all the administrative tasks in your life.
• 11:30
  Speaker: You've got bills to pay, appointments to schedule, paperwork to complete, and emails that need responses.
• 11:36
  Speaker: You've tried keeping lists, but you forget to look at them.
• 11:39
  Speaker: You've blocked off time to take care of these things, but something else always comes up.
• 11:43
  Speaker: So you start working with a coach and you look at what's happening and realize that part of the problem is that you've been treating all of these responsibilities as one enormous task.
• 11:53
  Speaker: You tell yourself you're going to get caught up with your administrative work, but you haven't decided what that actually involves or when you're going to do it.
• 12:02
  Speaker: Together, you can create a simpler plan.
• 12:04
  Speaker: Instead of setting aside an entire afternoon to catch up on everything, you decide to spend 20 minutes on Tuesday and Thursday handling a few specific responsibilities.
• 12:12
  Speaker: You also create one reliable place to keep track of the things that need attention.
• 12:17
  Speaker: You tried that for a couple weeks and it works better than what you were doing before.
• 12:21
  Speaker: Now instead of waiting until things become urgent, you're taking care of some responsibilities before they turn into problems.
• 12:28
  Speaker: You haven't eliminated every unfinished task from your life, and you're probably still going to forget something occasionally, but you're following through more often and the work doesn't feel nearly as overwhelming.
• 12:39
  Speaker: That's an example of meaningful progress, and that is something you can observe.
• 12:43
  Speaker: You could look at how often you're completing those administrative tasks compared with what was happening before coaching.
• 12:49
  Speaker: You could also look at whether you're spending less time worrying about what you've forgotten or whether you've had an easier time figuring out what to do when you fall behind.
• 12:57
  Speaker: The changes don't have to be dramatic to be useful.
• 12:59
  Speaker: For someone who's been struggling for years to manage a particular responsibility, being able to handle it more consistently can make a substantial difference in their life.
• 13:09
  Speaker: And as those skills develop, you can apply them to other situations.
• 13:12
  Speaker: You're learning how to recognize what isn't working and making adjustments instead of starting over every time you run into a problem.
• 13:19
  Speaker: We also need to talk about what coaching can't do because your expectations have a lot to do with how you're going to evaluate your experience.
• 13:26
  Speaker: ADHD coaching isn't a cure for ADHD.
• 13:30
  Speaker: You're not going to complete a coaching program and suddenly have no difficulty with attention, working memory, time management, or executive functioning.
• 13:38
  Speaker: You might develop strategies that help you manage those challenges more effectively, but that doesn't mean the underlying ADHD has disappeared.
• 13:46
  Speaker: And coaching isn't a replacement for medical care or mental health treatment.
• 13:50
  Speaker: If you're dealing with depression, significant anxiety, trauma-related symptoms, or another mental health condition, you need an appropriately qualified healthcare professional involved in your care.
• 14:01
  Speaker: Coaching can sometimes complement those other services, but it doesn't replace them.
• 14:05
  Speaker: We also can't promise that everyone who participates in ADHD coaching will experience the same results.
• 14:10
  Speaker: People have different challenges, resources, circumstances, and levels of support.
• 14:14
  Speaker: And coaching itself isn't a standardized service.
• 14:18
  Speaker: Different coaches have different training, experience, and approaches.
• 14:22
  Speaker: Some work individually, some work with groups.
• 14:24
  Speaker: Their programs can vary quite a bit.
• 14:26
  Speaker: That creates another limitation when looking at research.
• 14:30
  Speaker: For example, the 2026 study we discussed earlier examined 12 sessions of individual coaching delivered by experienced coaches using a particular approach.
• 14:40
  Speaker: We can't automatically assume those results will be identical for group coaching, a different program, or a coach using a completely different process.
• 14:48
  Speaker: That doesn't mean those other approaches can't help.
• 14:51
  Speaker: It means we need to be accurate about what the evidence actually supports.
• 14:55
  Speaker: And if you're considering coaching, you deserve to know what you're signing up for.
• 14:59
  Speaker: A coach should be able to explain how they work, what kinds of problems they help people address, and what realistic progress could look like.
• 15:07
  Speaker: They should also be willing to tell you when your situation calls for a different kind of support.
• 15:11
  Speaker: Now there's another question worth addressing.
• 15:14
  Speaker: What if you've already tried ADHD coaching and didn't find it helpful?
• 15:18
  Speaker: That can absolutely happen.
• 15:19
  Speaker: And I wouldn't want someone to spend more money on coaching just because they were told they needed to keep trying.
• 15:25
  Speaker: But before deciding that ADHD coaching doesn't work for you, I'd want to understand what your experience was like.
• 15:31
  Speaker: For example, what were you hoping to accomplish when you started?
• 15:34
  Speaker: Did you have a specific problem that you wanted to work on?
• 15:37
  Speaker: Or were you hoping that coaching would somehow make everything in your life easier?
• 15:41
  Speaker: If the goal was too broad, it could have been difficult to figure out what you were actually working toward.
• 15:47
  Speaker: I'd also want to know what happened during your sessions.
• 15:50
  Speaker: Were you and your coach working together to understand your challenges and develop solutions?
• 15:55
  Speaker: Or were you mostly receiving advice about things you already knew you should be doing?
• 15:59
  Speaker: Because if you've been struggling to use a planner for years, having a coach repeatedly tell you to use a planner isn't going to be especially helpful.
• 16:06
  Speaker: You need to understand why you aren't using it and whether it's even the right tool for you.
• 16:11
  Speaker: Another question is whether you felt comfortable being honest with your coach.
• 16:15
  Speaker: Let's say you made a plan together and then you didn't follow through.
• 16:18
  Speaker: Did you feel like you could walk into the next session and say, I didn't do any of it?
• 16:23
  Speaker: Here's what happened.
• 16:24
  Speaker: Or did you feel embarrassed and start trying to come up with an excuse?
• 16:28
  Speaker: If you're spending your coaching sessions trying to prove that you're doing well, you're going to miss opportunities to work on things that are actually giving you trouble.
• 16:34
  Speaker: The relationship with your coach needs to be one where you can talk openly about what's working and what isn't.
• 16:40
  Speaker: I'd also consider whether a coach understood ADHD, whether you had enough time to test different approaches, and whether the problems you were trying to solve were within the scope of coaching.
• 16:51
  Speaker: And after looking at all of that, you might still conclude that coaching wasn't helpful for you.
• 16:56
  Speaker: That's a legitimate outcome.
• 16:58
  Speaker: The right response isn't necessarily to find another coach and start over.
• 17:01
  Speaker: You could decide that therapy, a different kind of professional support, or working independently with the tools you already have are a better choice.
• 17:09
  Speaker: But if the issue was a poor fit or a coaching approach that didn't address what you needed, that helps explain why your experience wasn't useful.
• 17:16
  Speaker: It gives you more information to consider if you ever decide to try coaching again.
• 17:20
  Speaker: Let's say you're currently working with an ADHD coach or you're considering starting.
• 17:24
  Speaker: How can you tell whether you're actually making progress?
• 17:27
  Speaker: I would start with one question.
• 17:29
  Speaker: What is different now that wasn't different before?
• 17:32
  Speaker: And I want you to be specific.
• 17:34
  Speaker: If you started coaching because you were having trouble getting started on projects, are you starting them sooner?
• 17:40
  Speaker: If you were constantly overloading your schedule, are you making more realistic plans?
• 17:45
  Speaker: If you struggle to recover when you got off track, are you finding it easier to get started again?
• 17:49
  Speaker: Those are changes you can look for, and it's helpful to identify what you're hoping to change before coaching begins.
• 17:56
  Speaker: Let's say your goal is to become more consistent with your weekly planning.
• 17:59
  Speaker: You could start by looking at what happens now.
• 18:02
  Speaker: Are you planning every week but not following through?
• 18:05
  Speaker: Do you skip planning altogether when things are busy?
• 18:08
  Speaker: Are your plans so complicated that you can't maintain them?
• 18:12
  Speaker: That gives us a starting point.
• 18:13
  Speaker: Then, as you work with your coach, you can evaluate what's changing.
• 18:17
  Speaker: You may discover that a shorter planning session works better, or that you need to schedule fewer priorities, or that planning on Friday works better than waiting until Monday morning.
• 18:26
  Speaker: Over time, you can see whether those changes are helping you to manage your week more effectively.
• 18:31
  Speaker: You don't need a complicated tracking system.
• 18:33
  Speaker: You just need enough information to recognize whether things are getting better.
• 18:38
  Speaker: And if you've been working on the same problem for a while without seeing any improvement, bring that up to your coach.
• 18:43
  Speaker: Ask what you're working toward, what progress you've made, and whether something about the approach needs to change.
• 18:49
  Speaker: There should be room to evaluate the coaching itself, not just whether you're completing the assignments.
• 18:55
  Speaker: There's also another measure of success that I want you to consider.
• 18:59
  Speaker: Are you becoming more capable of solving these problems on your own?
• 19:02
  Speaker: Early in coaching, you might need quite a bit of help recognizing what's getting in the way and deciding what to try.
• 19:08
  Speaker: But as you practice those skills, you should be getting better and better at using them independently.
• 19:13
  Speaker: You might start to notice when you've made an unrealistic plan before the week gets away from you.
• 19:18
  Speaker: Or recognize that you're avoiding a task because it's too big and you know how to break it down.
• 19:23
  Speaker: You may still get overwhelmed, but instead of staying stuck for three days, you can figure out the next step and get moving again.
• 19:30
  Speaker: That's the kind of independence I want my clients to develop.
• 19:33
  Speaker: And it's one of the reasons I use my review, revise, recommit framework.
• 19:37
  Speaker: We're practicing a process that clients can eventually use without me sitting across from them.
• 19:42
  Speaker: They learn to look at what happened, make an adjustment, and decide what they're going to do next.
• 19:47
  Speaker: Good coaching should help you develop those skills rather than rely on your coach to solve every problem for you.
• 19:52
  Speaker: If the only time you can figure out what to do is when you're in a coaching session, that's something you and your coach need to work on.
• 20:00
  Speaker: The goal is for you to become increasingly confident and capable of managing your own life.
• 20:04
  Speaker: So does ADHD coaching actually work?
• 20:07
  Speaker: The research so far is promising.
• 20:09
  Speaker: Studies have reported improvements in executive functioning, ADHD symptoms, everyday functioning, and progress towards personal goals.
• 20:17
  Speaker: Some of those improvements were still present after the coaching ended, but the evidence is still developing, and we need larger, better controlled studies to understand how effective coaching is, who benefits most, and which approaches work best.
• 20:31
  Speaker: And that's what I want you to consider when you're making decisions about your own time and money.
• 20:35
  Speaker: There are good reasons to consider ADHD coaching, but you should also have realistic expectations about what it can do.
• 20:42
  Speaker: If you're thinking about working with a coach, start with the problem you're trying to solve.
• 20:46
  Speaker: Be clear about what you'd like to change, ask questions about the coach's approach, and pay attention to the progress you're making.
• 20:53
  Speaker: And if you're already working with a coach, take a few minutes to look at what's changed since you started.
• 20:58
  Speaker: Are you doing things differently?
• 21:00
  Speaker: Are you managing responsibilities that used to give you trouble?
• 21:03
  Speaker: Are you getting better at making adjustments when something doesn't work?
• 21:06
  Speaker: And most importantly, are you learning skills you can continue to use on your own?
• 21:10
  Speaker: Because ultimately, the value of coaching isn't what you accomplish during your sessions.
• 21:15
  Speaker: It's what you're able to take from those sessions and use in the rest of your life.
• 21:19
  Speaker: Next week, we're going to talk about another question people have when they're considering ADHD coaching.
• 21:24
  Speaker: How much does ADHD coaching cost?
• 21:27
  Speaker: Is it worth the investment?
• 21:29
  Speaker: And how do you know whether you're choosing the right coach?
• 21:32
  Speaker: We'll talk about what to look for, what questions to ask, and how to evaluate whether a coaching program is worth paying for.
• 21:39
  Speaker: And if you've been considering getting some support with ADHD, and this is the right place, I'm reopening my group coaching in November.
• 21:45
  Speaker: You can join the wait list with the link in the show notes, and I'll let you know exactly when enrollment opens for that program.
• 21:52
  Speaker: On that same page, if you'd prefer one-on-one coaching, you can book a consultation with me and we can have a conversation.
• 21:58
  Speaker: And if you're not ready for coaching but want practical ADHD tools and ideas you can use in your everyday life, join my free weekly newsletter at learn to thrive with ADHD.com forward slash weekly.
• 22:08
  Speaker: Thank you.
• 22:09
  Speaker: I'll see you next week.
• 22:10
  Speaker: Thank you for your time today and especially your attention.
• 22:12
  Speaker: If you're anything like me, you love to learn.
• 22:15
  Speaker: Sometimes, though, we can know what to do, but struggle to put it into action without the right support.
• 22:19
  Speaker: That's what private ADHD coaching is for to give you the unique support and accountability you need to make the change you know is possible.
• 22:26
  Speaker: Book a free consultation with me today at www.learn to thrive with ADHD.com backslash services.
• 22:34
  Speaker: I look forward to meeting you.