Rosie

I have a degree in Psychology and spent over a decade working in education, most recently as Head of Psychology and Higher Education Coordinator. In that role I supported students through A Levels, university applications, and the transition into higher education.

I am a Certified ADHD Practitioner, and I am currently training towards ADHD Coach certification on an ICF-accredited course with the Neurodiversity Training Academy, building on my academic and professional foundations with dedicated coaching training and certification.

I was diagnosed with ADHD in my early thirties.

I got great grades, but struggled at school in ways that weren't always visible or understood, and spent years navigating systems and environments not built with my brain in mind. At the time, I didn't have the tools or systems I needed to thrive, and this is still the experience of many neurodivergent children and adults.

Diagnosis brought clarity. It also brought recognition of how much difference the right tools, frameworks, and structures can make: not by changing who you are, but by changing your systems, processes, and (where possible) the environment itself.

That experience sits at the centre of everything I do professionally.

Throughout my career I observed consistent patterns in the students I worked with. The strategies and systems we defaulted to, however well-intentioned, often failed to account for the realities of working memory and cognitive load.

For neurodivergent learners in particular, standard approaches frequently added to confusion and stress rather than reducing it.

When I adjusted the approach to fit how a student processed information — prioritising clarity, scaffolding, and structure — I often saw differences in how students engaged with the work and used the support available to them. Those observations, across different students and contexts, shaped my interest in how systems and environments can reduce or increase cognitive demands well beyond the classroom.

The challenges of working as a neurodivergent educator gave me insight into the world of reasonable adjustments, Access to Work, and how occupational challenges require an understanding of the nature of the work, not just the workplace itself.

My approach is evidence-informed: drawing on research into executive function, cognitive load, and neurodivergent experience, and practised with compassion.

I don't offer generic productivity 'hacks' or assume that the same strategy will work for everybody.

Instead, we work together to understand how you function and the context you're navigating, identify points of friction, and build practical systems and structures that fit your life.

Rora Studio offers two streams of support:

Rora Education School-to-university transition support for students navigating the shift from secondary to higher education, including neurodivergent students. I bring twelve years of education experience, including work as Head of Psychology and Higher Education Coordinator, to this support.

Rora Coaching ADHD coaching for adults of all genders. I have a particular interest in supporting women, trans and non-binary people whose ADHD may have been recognised later or understood differently over time. I am a Certified ADHD Practitioner and currently training towards ADHD Coach certification on an ICF-accredited course with the Neurodiversity Training Academy.