- Published on
Is it Mad to Medicate?
When my son was diagnosed with ADHD back in 2012, the psychiatrist was very quick to recommend medication. Still reeling from the shock of the diagnosis, having to make a decision about medication so soon felt rushed and, in some ways, knee-jerk. With time though, we came round to the idea and soon after decided to medicate him, just to see if it would have an impact on his learning and behaviour. The school, however, had other ideas. Ranked as one of the leading schools in the Northwest, they pushed back - hard. “He’s just like the other boys,” they repeated, and after numerous meetings, we backed down.
I regret our decision still to this day because by the time we did come to medicate again, when he was thirteen, it was too late. He was going out of his way to hide the tablets, saying he felt his “personality change” when he took them. The attention he received for misbehaving had become part of his identity, and giving that up felt like too big a sacrifice.
Now when I read the posts of parents in support forums, the question of whether to medicate or not appears regularly. In some ways, it feels irresponsible to foist a class B drug on your child, going against every nurturing instinct you have. On the other hand, standing back and watching the struggles of daily life and self-esteem dropping feels like an even bigger heartbreak — especially when you know they’re trying their best but still feel like they’re falling short.
I’ve coached and mentored several teens who’ve experienced major breakthroughs after starting medication. For some, it’s like discovering a missing piece - suddenly they have the motivation to study, stay organised, and build healthier routines. I’ve literally seen pride and confidence begin to shine through as they realise it wasn’t a character flaw holding them back - it was chemistry. Just last week, a young man I was supporting stopped typing and looked up at me in wonder as he realised that the increase in his medication was actually working. We both sat and stared at each other, both of us just basking in this new discovery, the discovery of quiet and focus. It was a moment I will never forget.
And that’s the crux of it: ADHD is a chemical imbalance. It’s also one of the most treatable mental health conditions out there. It may take a while to get the balance right, it may require a different dose or a different type, but if medication can help, why not explore it?
Book your free 30 minute consultation call here to discover how coaching can support along with medication.
When my son was diagnosed with ADHD back in 2012, the psychiatrist was very quick to recommend medication. Still reeling from the shock of the diagnosis, having to make a decision about medication so soon felt rushed and, in some ways, knee-jerk. With time though, we came round to the idea and soon after decided to medicate him, just to see if it would have an impact on his learning and behaviour. The school, however, had other ideas. Ranked as one of the leading schools in the Northwest, they pushed back - hard. “He’s just like the other boys,” they repeated, and after numerous meetings, we backed down.
I regret our decision still to this day because by the time we did come to medicate again, when he was thirteen, it was too late. He was going out of his way to hide the tablets, saying he felt his “personality change” when he took them. The attention he received for misbehaving had become part of his identity, and giving that up felt like too big a sacrifice.
Now when I read the posts of parents in support forums, the question of whether to medicate or not appears regularly. In some ways, it feels irresponsible to foist a class B drug on your child, going against every nurturing instinct you have. On the other hand, standing back and watching the struggles of daily life and self-esteem dropping feels like an even bigger heartbreak — especially when you know they’re trying their best but still feel like they’re falling short.
I’ve coached and mentored several teens who’ve experienced major breakthroughs after starting medication. For some, it’s like discovering a missing piece - suddenly they have the motivation to study, stay organised, and build healthier routines. I’ve literally seen pride and confidence begin to shine through as they realise it wasn’t a character flaw holding them back - it was chemistry. Just last week, a young man I was supporting stopped typing and looked up at me in wonder as he realised that the increase in his medication was actually working. We both sat and stared at each other, both of us just basking in this new discovery, the discovery of quiet and focus. It was a moment I will never forget.
And that’s the crux of it: ADHD is a chemical imbalance. It’s also one of the most treatable mental health conditions out there. It may take a while to get the balance right, it may require a different dose or a different type, but if medication can help, why not explore it?
Book your free 30 minute consultation call here to discover how coaching can support along with medication.
- Published on
“ADHD is just an excuse.”
“She’s putting it on.”
“They’re just choosing to be naughty.”
I wish I could tell you these were comments I heard 25 years ago when I first started teaching. But the truth is, I still hear them. All the time. In schools and colleges, both in classrooms and staff rooms, understanding and tolerance vary widely. And not just toward pupils. Teachers, too, often bear the weight of misunderstanding. Teaching is a profession under immense pressure. I honestly can’t think of another job where, after years of training, you’re expected to spend your entire career proving you’re qualified to do it. That pressure shouldn't fall on the children being taught, but inevitably it does. Kindness is in short supply in many schools. Everyone suffers because of it.
Let’s rewind to 620 BC. Aesop told the fable of The North Wind and the Sun. In it, the wind and the sun argue about who is stronger. They decide to settle it by seeing who can get a man to remove his coat.
The North Wind blows and blows, fierce and relentless, but the man only pulls his coat tighter.
Then the Sun takes its turn. It shines gently, growing steadily warmer, until the man removes his coat on his own. The lesson? Gentleness and kind persuasion achieve what force and pressure never can. And in today’s classrooms, that lesson has never been more relevant.
If you’re ready to shift from force to understanding, whether you're a parent, teacher, or school leader -
can help. I offer coaching, academic mentoring, and training that supports neurodivergent students with compassion and practical strategies that work. Let’s bring more kindness into education, one conversation at a time. You can also purchase my study on undiagnosed girls in the classroom for £2.99 here.
“She’s putting it on.”
“They’re just choosing to be naughty.”
I wish I could tell you these were comments I heard 25 years ago when I first started teaching. But the truth is, I still hear them. All the time. In schools and colleges, both in classrooms and staff rooms, understanding and tolerance vary widely. And not just toward pupils. Teachers, too, often bear the weight of misunderstanding. Teaching is a profession under immense pressure. I honestly can’t think of another job where, after years of training, you’re expected to spend your entire career proving you’re qualified to do it. That pressure shouldn't fall on the children being taught, but inevitably it does. Kindness is in short supply in many schools. Everyone suffers because of it.
Let’s rewind to 620 BC. Aesop told the fable of The North Wind and the Sun. In it, the wind and the sun argue about who is stronger. They decide to settle it by seeing who can get a man to remove his coat.
The North Wind blows and blows, fierce and relentless, but the man only pulls his coat tighter.
Then the Sun takes its turn. It shines gently, growing steadily warmer, until the man removes his coat on his own. The lesson? Gentleness and kind persuasion achieve what force and pressure never can. And in today’s classrooms, that lesson has never been more relevant.
If you’re ready to shift from force to understanding, whether you're a parent, teacher, or school leader -
can help. I offer coaching, academic mentoring, and training that supports neurodivergent students with compassion and practical strategies that work. Let’s bring more kindness into education, one conversation at a time. You can also purchase my study on undiagnosed girls in the classroom for £2.99 here.