About
Laura Woodward
Professional Training and Experience
Additional qualifications:
Neurodiversity Coach Certification
ADHD Coach Certification
About Laura
Values and Ethos
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Values
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Neurodiversity-Affirming: Respecting and celebrating the strengths and differences of all learners, particularly those with ADHD and ASC.
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Empathy & Understanding: Grounding support in real lived experience, listening to each individual student, and validating their perspectives.
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Evidence-Informed Practice: Using research and proven strategies to support executive function development effectively.
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Growth & Potential: Believing that all learners can develop skills to reach their academic, personal, and social potential.
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Collaboration: Working alongside educators, families, and learners to create consistent, supportive environments.
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Ethos
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Strengths-Based: Focusing on what learners can do, building confidence while developing skills.
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Practical & Real-World: Translating executive function research into strategies that work in classrooms, homework, and life.
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Inclusive & Respectful: Ensuring learning environments and coaching approaches are accessible, affirming, and tailored to each individual.
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Empowering Learners: Helping young people understand themselves, develop independence, and take ownership of their learning journey.
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Acknowledging Heterogeneity: Recognising that every learner is unique, with different strengths, challenges, and needs, and tailoring support to reflect this diversity.
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Student-Centred Approach: Placing learners at the heart of everything, tailoring strategies and support to their individual needs, goals, and strengths.
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I was diagnosed with ADHD towards the end of my time at school, and for a long time I struggled to focus on academic work, often feeling like my strengths lay elsewhere—in music and sports. At that time, I never imagined I would complete a Master’s degree or build a career in education.
Reflecting now, I wouldn’t change having ADHD; it has shaped my perspective and empathy, and highlighted the vital importance of executive function skills.
With the support of teachers who had an understanding of neurodevelopmental differences, I was able to develop strategies that helped me succeed, and it’s these experiences that have brought me here.
Today, I’m passionate about helping both neurodivergent and neurotypical students reach their academic potential through executive function coaching, and supporting educators to create learning environments that recognise and build on each students’ unique strengths.