The ADHD habits podcast

Back to school can be a bumpy road for children living with ADHD, and a day full of instructions leaves their sense of control running on empty. In this episode Mon shares the research behind giving children small, genuine choices at school and at home, and three simple habits any teacher or parent can start this week. The BEYA organiser is linked below.Science references:Patall, E.A., Cooper, H., & Robinson, J.C. (2008). The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. Psychological Bulletin, 134(2).Powell, S., & Nelson, B. (1997). Effects of choosing academic assignments on a student with attention deficit hyperactivity disorder. Journal of Applied Behavior Analysis, 30.

If your child living with ADHD crumbles over a tiny mistake, saying things like "I'm so stupid" over a spilled glass of water, this episode is for you. Mon unpacks what people call rejection sensitive dysphoria, what the research does and does not confirm, and gentle habits that help a child separate a mistake from their sense of who they are.Science references:Shaw, P., Stringaris, A., Nigg, J., & Leibenluft, E. (2014). Emotion dysregulation in attention deficit hyperactivity disorder. American Journal of Psychiatry, 171(3), 276–293.Beaton, D.M., Sirois, F., & Milne, E. (2022). Experiences of criticism in adults with ADHD: A qualitative study. PLOS ONE, 17(2), e0263366.

School holidays mean no routine, more time together and, for many neurodiverse families, more conflict. Mon shares what the research says about siblings when ADHD is in the mix, why the holidays make things harder, and four practical habits to take the edge off.Be Everything You Are! OrganiserScience reference: Mikami, A.Y., & Pfiffner, L.J. (2008). Sibling relationships among children with ADHD. Journal of Attention Disorders, 11(4), 482–492. DOI: 10.1177/1087054707299750

It is cheap, shelf-stable and genuinely good for the ADHD brain. In this nutrition episode, Mon shares why tinned salmon is one of the most practical foods for children living with ADHD, what the research says about omega-3s, protein and focus, and four simple ways to get it into meals without a fight.Well Nourished LinkScience references:Robledo-Mejía, R., et al. (2019). Omega-3 long-chain polyunsaturated fatty acids intake in children with attention deficit and hyperactivity disorder. Nutrients, 11(5), 1093. DOI: 10.3390/nu11051093Omega-3 polyunsaturated fatty acid supplementation in children with attention-deficit hyperactivity disorder (2025). A narrative review of six randomised controlled trials.

Parents of children living with ADHD are flooded with claims, supplements, devices and diets. In this episode, Mon shares the one question that protects your time, money and child. Science references:McCann, D., et al. (2007). Food additives and hyperactive behaviour in 3-year-old and 8/9-year-old children in the community: a randomised, double-blinded, placebo-controlled trial. The Lancet, 370(9598), 1560–1567.Pelsser, L.M., et al. (2011). Effects of a restricted elimination diet on the behaviour of children with ADHD (INCA study): a randomised controlled trial. The Lancet, 377(9764), 494–503.

In Mon's house, four boys under the same label present in completely different ways. In this episode, she shares new 2026 brain imaging research that found three distinct patterns within ADHD, why the single ADHD stereotype leaves so many children unseen, and the habit of looking past it to the individual child in front of you.Be Everything You Are! OrganiserScience reference:Pan, N., Long, Y., Qin, K., et al. (2026). Mapping ADHD heterogeneity and biotypes by topological deviations in morphometric similarity networks. JAMA Psychiatry. DOI: 10.1001/jamapsychiatry.2026.0001

At league this week, Mon's son noticed one of his own habits for the first time. She shares why that is harder for children living with ADHD, what the research says about building self-awareness early, and the daily practice that helps.Be Everything You Are! OrganiserScience references:Toksoy, S.E., et al. (2026). Metacognitive deficits in attention deficit hyperactivity disorder: Insights from adolescents and their parents. Journal of Clinical Psychology. DOI: 10.1002/jclp.70101Training of Awareness in ADHD: Leveraging Metacognition (2024). Journal of Psychiatry and Brain Science.

This episode is about the belief that sits underneath everything at BEYA. Children living with ADHD are more likely to carry lower self-esteem into adulthood without the right support early. Mon shares what the research says about strengths-based approaches, and what be everything you are really means. Science references:Harpin, V., Mazzone, L., Raynaud, J.P., Kahle, J., & Hodgkins, P. (2016). Long-term outcomes of ADHD: A systematic review of self-esteem and social function. Journal of Attention Disorders, 20(4), 295–305.Dobin, A., et al. (2023). Neurodiversity in practice: A conceptual model of autistic strengths and potential mechanisms of change to support positive mental health and wellbeing. Advances in Neurodevelopmental Disorders. DOI: 10.1007/s41252-023-00348-z

One simple sentence structure brought children living with ADHD to the same impulse control level as their peers in a research setting. In this episode, Mon shares how she uses if-then plans daily at home and in her classroom, why the immediate reward built into the structure matters so much for the ADHD brain, and how to start using this tool today.Be Everything You Are! OrganiserScience reference:Gawrilow, C., & Gollwitzer, P.M. (2008). Implementation intentions facilitate response inhibition in children with ADHD. Cognitive Therapy and Research, 32, 261–280. DOI: 10.1007/s10608-007-9150-1

Consistency isn't about being strict. It's about being predictable. In this episode, Mon unpacks the science behind why clear, consistent boundaries help children living with ADHD feel safer, behave better, and learn more.Be Everything You Are! OrganiserPatterson, G. R. (1982). Coercive Family Process. Castalia Publishing.Patterson, G. R., Reid, J. B., & Dishion, T. J. (1992). Antisocial Boys. Castalia Publishing.Luman, M., Oosterlaan, J., & Sergeant, J. A. (2005). The impact of reinforcement contingencies on AD/HD: A review and theoretical appraisal. Clinical Psychology Review, 25(2), 183–213.Doffer, D. P. A., et al. (2023). Sustained improvements by behavioural parent training for children with ADHD. JCPP Advances, 3, e12196.Clear, J. (2018). Atomic Habits. Penguin Random House.

After 54 episodes in two months, Mon is making a change. Three episodes a week with the same science and the same honesty.

Carrying, pushing, pulling, lifting. Heavy work might be the simplest and most underused movement strategy for children living with ADHD. In this episode, Mon explains the body's sensory awareness system in plain language, shares what she has seen firsthand through a school heavy work program, and gives practical everyday examples any family can build into their daily routine. Backed by a 2026 randomised controlled trial from the American Journal of Occupational Therapy.Be Everything You Are! OrganiserScience reference:Kaya Özçelik, A., & Kayıhan, H. (2026). Comprehensive effects of occupational therapy using Ayres Sensory Integration in children with ADHD: A randomised controlled trial. American Journal of Occupational Therapy, 80(1). DOI: 10.5014/ajot.2026.050529

From a cancelled plan to a wrong colour cup, for children living with ADHD, disappointment can feel huge, and the research explains why. In this episode, Mon shares the neuroscience behind big feelings over small things, and introduces a simple daily habit of practising small disappointments to build tolerance over time. Backed by research, and grounded in real family life.Be Everything You Are! OrganiserScience references:Graziano, P.A., & Garcia, A. (2016). Attention-deficit hyperactivity disorder and children's emotion dysregulation: A meta-analysis. Clinical Psychology Review, 46, 106–123.Barkley, R.A. (1997). Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65–94.

Technology in the classroom is rarely simple for children living with ADHD. In this honest episode, Mon shares why her family had to pause technology use altogether for one of her boys, what the latest research says about screen use and self-regulation, and how to tell the difference between technology that supports learning and technology that costs more than it gives. Real life, backed by research.Be Everything You Are! OrganiserScience reference:Duerden, E.G., et al. (2026). How screen use, not just screen time, relates to self-regulation and learning in neurodiverse children. Heliyon.

If your child is living with ADHD, iron and zinc are two nutrients worth knowing about. Research shows that deficiencies in both are common in children living with ADHD, and both play a direct role in dopamine production and regulation. In this episode, Mon breaks down what the science says, what to look for in everyday meals, and why a simple conversation with your GP is the best place to start. Practical, research-backed, and built for busy families.Well Nourished LinkNatural Super KidsScience reference: Di Lorenzo, R., Balducci, J., Poppi, C., Arcolin, E., Cutino, A., Ferri, P., D'Amico, R., & Filippini, T. (2021). The role of iron and zinc in the treatment of ADHD among children and adolescents: A systematic review of randomized clinical trials. Nutrients, 13(11), 4059. DOI: 10.3390/nu13114059

In this episode, Mon shares why building the habit of connection matters so much for children living with ADHD, what the science says about their friendship difficulties, and the simple ways parents can model and support connection at home. Be Everything You Are! OrganiserScience references: Mikami, A.Y. (2010). The importance of friendship for youth with attention-deficit/hyperactivity disorder. Clinical Child and Family Psychology Review, 13(2), 181–198. DOI: 10.1007/s10567-010-0067-yCavioni, V., et al. (2023). The friendships of children and youth with attention-deficit hyperactivity disorder: A systematic review. PLOS ONE, 18(8), e0289539. DOI: 10.1371/journal.pone.0289539

On the anniversary of losing her dad, Mon shares something personal about why this work matters. For children living with ADHD, habits are not just about routine. They are about the story our children tell about themselves. And the earlier we start shaping it, the better.Be Everything You Are! OrganiserScience references: Harpin V, Mazzone L, Raynaud JP, Kahle J, Hodgkins P (2016) Long-Term outcomes of ADHD: A systematic review of Self-Esteem and social function. J Atten Disord 20(4):295–305. https://doi.org/10.1177/1087054713486516 Cueli, M., Rodríguez, C., Cañamero, L.M., Núñez, J.C., & González-Castro, P. (2020). Self-concept and inattention or hyperactivity-impulsivity symptomatology: The role of anxiety. Brain Sciences, 10(4), 250. DOI: 10.3390/brainsci10040250

Winter makes movement harder for every family. But for children living with ADHD, skipping it has a real cost. In this episode, Mon shares a 2015 study that found just five minutes of running improved attention in children living with ADHD by 30%, bringing them almost level with neurotypical peers who hadn't exercised at all. Be Everything You Are! OrganiserScience reference: Silva, A.P., Prado, S.O.S., Scardovelli, T.A., Boschi, S.R.M.S., Campos, L.C., & Frère, A.F. (2015). Measurement of the effect of physical exercise on the concentration of individuals with ADHD. PLOS ONE, 10(3), e0122119. DOI: 10.1371/journal.pone.0122119

Frustration is not a behaviour problem. For children living with ADHD, low frustration tolerance is neurological, and the research backs it up. In this episode, Mon shares the phrase she uses with her own boys and the simple, repeatable habit that helps children living with ADHD move through hard moments rather than getting stuck in them. Small steps, done consistently, build the muscle. Be Everything You Are! OrganiserScience reference: Seymour, K.E., Macatee, R., & Chronis-Tuscano, A. (2019). Frustration Tolerance in Youth With ADHD. Journal of Attention Disorders, 23(11), 1229–1239. DOI: 10.1177/1087054716653216

Most children living with ADHD hear far more about what they are doing wrong than what they are doing right. In this episode Mon explains the science behind why that matters so much for the ADHD brain, and shares one habit any parent or teacher can start today.Be Everything You Are! OrganiserScience reference: Fosco, W.D., Hawk, L.W., Rosch, K.S., & Bubnik, M.G. (2015). Evaluating cognitive and motivational accounts of greater reinforcement effects among children with attention-deficit/hyperactivity disorder. Behavioral and Brain Functions, 11, 20. DOI: 10.1186/s12993-015-0065-9

If your child lies awake with a racing mind at bedtime, this episode is exactly what you need tonight. Mon explains the science behind why the ADHD brain struggles to switch off at night and introduces the worry dump, a simple five minute pre-sleep habit backed by a 2018 study in the Journal of Experimental Psychology. She also shares the small bedtime question she asks her own boys every night to shift their focus from worry to what went well. Hit play and find out how to help your child let go of the day so they can actually rest.SCIENCE REFERENCESScullin, M.K., Krueger, M.L., Ballard, H.K., Pruett, N., & Bliwise, D.L. (2018). The effects of bedtime writing on difficulty falling asleep: A polysomnographic study comparing to-do lists and completed activity journals. Journal of Experimental Psychology: General, 147(1), 139–146.Digdon, N., & Koble, A. (2011). Effects of constructive worry, imagery distraction, and gratitude interventions on sleep quality: A pilot trial. Applied Psychology: Health and Well-Being, 3(2), 193–206.

Artificial food colours have been linked to behavioural changes in children across dozens of clinical trials, and in 2025 the US FDA began banning them for the first time. Mon shares her personal story, the science and a practical starting point for reducing your child's exposure without creating anxiety around food. Hit play and find out whether food dyes could be affecting your child.SCIENCE REFERENCESCalifornia Office of Environmental Health Hazard Assessment (OEHHA). (2021). Systematic evidence review on the relationship between synthetic food dyes and neurobehavioral outcomes in children. State of California.Damotharan, K., Sudhakaran, G., & Ramu, M. (2024). Biochemical processes mediating neurotoxicity induced by synthetic food dyes: A review of current evidence. Chemosphere, 364, 143295.Nigg, J.T., & Holton, K. (2014). Restriction and elimination diets in ADHD treatment. Child and Adolescent Psychiatric Clinics of North America, 23(4), 937–953.US Food and Drug Administration. (2025). FDA announces phase-out of petroleum-based synthetic dyes in food supply. FDA Press Release, April 2025.Food Standards Australia New Zealand (FSANZ). (2012). Supplementary colours report: Dietary exposure estimates for added colours in foods available in Australia.

Almost half of what we do each day is automatic, which means half of what is happening in your household right now is running on habits you may not even notice. In this episode Mon walks through what a habit audit actually looks like and why doing one regularly is one of the most worthwhile things you can do for your child living with ADHD. Hit play and find out how one honest look at your routines could change everything.Be Everything You Are! OrganiserSCIENCE REFERENCESClear, J. (2018). Atomic Habits: An Easy and Proven Way to Build Good Habits and Break Bad Ones. Avery Publishing.Wood, W., Quinn, J.M., & Kashy, D.A. (2002). Habits in everyday life: Thought, emotion, and action. Journal of Personality and Social Psychology, 83(6), 1281–1297.

AI is everywhere right now, including in the world of habit building, and it is worth knowing what it can actually do and where it falls short. In this episode Mon unpacks the well established science of how habits really form and why no app or chatbot can do that work for you or your child. Hit play and find out what still matters most.SCIENCE REFERENCESClear, J. (2018). Atomic Habits: An Easy and Proven Way to Build Good Habits and Break Bad Ones. Avery Publishing. Wood, W., & Neal, D.T. (2007). A new look at habits and the habit-goal interface. Psychological Review, 114(4), 843–863.

Sport can be transformative for children living with ADHD, but only when the fit is right. In this episode Mon explores what a 2024 meta-analysis tells us about which types of sport work best for the ADHD brain and why, and what to look for in a coach that makes all the difference. She also shares her own experience finding the right sport for her son who lives with both ADHD and autism, and the four questions every parent should ask before signing their child up. Hit play and find out how the right sport could become the best part of your child's week.SCIENCE REFERENCESQiu, C., Zhai, Q., & Chen, S. (2024). Effects of practicing closed- vs. open-skill exercises on executive functions in individuals with attention deficit hyperactivity disorder: A meta-analysis and systematic review. Behavioural Sciences, 14(6), 499.Pontifex, M.B., Saliba, B.J., Raine, L.B., Picchietti, D.L., & Hillman, C.H. (2013). Exercise improves behavioral, neurocognitive, and scholastic performance in children with attention-deficit/hyperactivity disorder. Journal of Pediatrics, 162(3), 543–551.

Shame and guilt are not the same thing, and for children living with ADHD the difference matters. Shame builds slowly over years of correction and comparison, and Mon unpacks the research, explains why children living with ADHD accumulate it faster than their peers, and shares the daily habits that interrupt that pattern before it takes hold. Hit play and find out what small, consistent actions can do to protect your child.Be Everything You Are! OrganiserSCIENCE REFERENCESBrown, B. (2010). The Gifts of Imperfection: Let Go of Who You Think You're Supposed to Be and Embrace Who You Are. Hazelden Publishing.Dodson, W. (n.d.) Musser, E.D., et al. (2016). Emotion regulation and criticisms in families of children with ADHD. Journal of Abnormal Child Psychology, 44(3).

If your child shuts down the moment a big assignment lands in front of them, this episode will help you understand exactly why, and what to do about it. Mon explains the research behind executive function development in children living with ADHD, including why their planning and organising skills can run years behind their peers, and introduces task chunking as a simple daily habit that changes everything. You will learn a practical strategy you can use at home tonight to help your child start, stay on task and finish. Hit play and find out how breaking things down builds them up.Be Everything You Are! OrganiserSCIENCE REFERENCESBarkley, R.A. (2012). Executive Functions: What They Are, How They Work, and Why They Evolved. Guilford Press.

If sleep is a nightly battle in your house, this episode is for you. Mon breaks down why the ADHD brain struggles to switch off at night and what the research tells us about using sound to help. She also shares what bedtime actually sounds like in her house, rangehood, music, podcasts and all. Hit play and find out how something as simple as sound could change your child's nights.SCIENCE REFERENCESCortese, S., Faraone, S.V., Konofal, E., & Lecendreux, M. (2009). Sleep in children with attention-deficit/hyperactivity disorder: Meta-analysis of subjective and objective studies. Journal of the American Academy of Child and Adolescent Psychiatry, 48(9), 894–908. Rosalez, E., Johnson, C. M., Bradley-Johnson, S., & Kanouse, S. (2020). Effects of White Noise on Off-Task Behavior and Sleep for Elementary-Age Students with ADHD. Child & Family Behavior Therapy, 42(1), 20–36. https://doi.org/10.1080/07317107.2019.1690735 

Of all the nutritional strategies researched in relation to ADHD, omega-3 fatty acids have the strongest and most consistent evidence behind them. In today's episode Mon breaks down exactly what omega-3s do in the ADHD brain, what the research says about food versus supplements, and how to actually build this habit with a child who would rather do anything than swallow fish oil. She also shares how it really looks in her own house, chocolate chips and all. If you have been wondering whether omega-3s are worth it, hit play. The answer might surprise you.SCIENCE REFERENCESChang, J.P., Su, K.P., Mondelli, V., & Pariante, C.M. (2018). Omega-3 polyunsaturated fatty acids in youths with attention deficit hyperactivity disorder: A systematic review and meta-analysis of clinical trials and biological studies. Neuropsychopharmacology, 43(3), 534–545.Hawkey, E., & Nigg, J.T. (2014). Omega-3 fatty acid and ADHD: Blood level analysis and meta-analytic extension of supplementation trials. Clinical Psychology Review, 34(6), 496–505.Parletta, N., Niyonsenga, T., & Duff, J. (2016). Omega-3 and omega-6 polyunsaturated fatty acid levels and correlations with symptoms in children with attention deficit hyperactivity disorder, autistic spectrum disorder and typically developing controls. PLOS ONE, 11(5).Bos, D.J., Oranje, B., Veerhoek, S., et al. (2015). Reduced symptoms of inattention after dietary omega-3 fatty acid supplementation in boys with and without attention deficit hyperactivity disorder. Neuropsychopharmacology, 40(10), 2298–2306.

This one is for you, the parent who gives everything and often forgets to save a little for themselves. In today's episode Mon talks about the science behind parental self-care and why looking after yourself is one of the most important things you can do for your child living with ADHD. She also shares how low tox living has become a big part of her family's life, why she started paying attention to what goes into her everyday makeup, and the brand she genuinely loves and trusts. If you have been putting yourself last, hit play. This one is your permission slip.MG NaturalsSCIENCE REFERENCESZucca, F.A., Segura-Aguilar, J., Ferrari, E., et al. (2017). Interactions of iron, dopamine and neuromelanin pathways in brain aging and Parkinson's disease. Progress in Neurobiology, 155, 96–119.European Commission Scientific Committee on Consumer Safety (SCCS). (2021). Opinion on titanium dioxide in cosmetic products. European Commission.Salvatori, C., et al. (2022). Titanium dioxide nanoparticles in food and cosmetics: Safety assessment and regulatory framework. International Journal of Environmental Research and Public Health, 19(16), 9784.Mikolajczyk, R.T., et al. (2009). Social support and stress among university students in 23 European countries. Journal of Epidemiology and Community Health, 63(10), 798–804.

The environment your child lives in is either making their day easier or harder, and for children living with ADHD it makes an enormous difference. In today's episode Mon explores one of the most powerful principles in habit science: that the right behaviour becomes far more likely when the space around us is designed to support it. You will learn how to look at your child's room through fresh eyes, what to change, what to remove, and how to involve your child in building a space that actually works for them. If you have ever tidied a bedroom only to watch it unravel by Tuesday, this one is for you. Hit play and find out how to set your child up to thrive on their own terms.SCIENCE REFERENCESClear, J. (2018). Atomic Habits: An Easy and Proven Way to Build Good Habits and Break Bad Ones. Avery Publishing.Duhigg, C. (2012). The Power of Habit: Why We Do What We Do in Life and Business. Random House.Wansink, B. (2006). Mindless Eating: Why We Eat More Than We Think. Bantam Books. (Environmental design principles applied to behaviour change.)Thaler, R.H., & Sunstein, C.R. (2008). Nudge: Improving Decisions About Health, Wealth, and Happiness. Yale University Press.

If your child with ADHD seems to need constant movement, this episode will change the way you see it. Today Mon explains the science behind bouncing and jumping, and why rhythmic, repetitive movement is one of the most powerful tools you have for helping your child regulate their nervous system and focus. You will learn exactly what is happening in the brain during movement, why it matters so much for children living with ADHD, and how to build it into your daily routine without any fuss using a simple habit stack strategy. Hit play and discover why a mini trampoline might just be the best investment you make this year.SCIENCE REFERENCESBlomqvist, S., Olsson, J., Wallin, L., Wester, A., & Rehn, B. (2013). Adolescents with intellectual disability have reduced postural balance and muscle performance in trunk and lower limbs. Research in Developmental Disabilities, 34(1), 198–203.Archer, T., & Kostrzewa, R.M. (2012). Physical exercise alleviates ADHD symptoms: Regional deficits and development trajectory. Neurotoxicity Research, 21(2), 195–209.Ratey, J.J., & Hagerman, E. (2008). Spark: The Revolutionary New Science of Exercise and the Brain. Little, Brown and Company.Wilkes, S., Cordier, R., Bundy, A., Docking, K., & Munro, N. (2011). A play-based intervention for children with ADHD: A pilot study. Australian Occupational Therapy Journal, 58(4), 231–240.

When a child living with ADHD is dysregulated, telling them to calm down rarely works. But telling them to breathe and knowing why that works is a different thing entirely. This episode looks at the science behind breathing and the ADHD brain, why slow deliberate breathing is one of the few regulation tools that works in the middle of a meltdown rather than before or after it, and how to teach this skill to a child before they need it most.SCIENCE REFERENCESJerath, R., Edry, J.W., Barnes, V.A., & Jerath, V. (2006). Physiology of long pranayamic breathing: Neural respiratory elements may provide a mechanism that explains how slow deep breathing shifts the autonomic nervous system. Medical Hypotheses, 67(3), 566–571.Porges, S.W. (2011). The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-Regulation. W.W. Norton & Company.Siegel, D.J., & Bryson, T.P. (2012). The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child's Developing Mind. Delacorte Press.Zaccaro, A., Piarulli, A., Laurino, M., Garbella, E., Menicucci, D., Neri, B., & Gemignani, A. (2018). How breath-control can change your life: A systematic review on psycho-physiological correlates of slow breathing. Frontiers in Human Neuroscience, 12, 353.

Before a child living with ADHD can learn, they need to feel safe. Not physically safe. Emotionally safe. This episode shares a personal story about one teacher who shifted their approach and the difference it made to one boy who had been dreading their class. It looks at the research behind why connection must come before curriculum, why the threat response in children living with ADHD makes this even more critical, and how you as a parent can open the door to that conversation with your child's teacher.SCIENCE REFERENCESImmordino-Yang, M. H. (2016). Emotions, Learning and the Brain. W. W. Norton and Company.Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher student relationships and engagement. In S. L. Christenson et al. (Eds.), Handbook of Research on Student Engagement. Springer.Barkley, R. A. (2013). Taking Charge of ADHD: The Complete, Authoritative Guide for Parents. Guilford Press.

We have talked about what happens at the end of the day. Today we are going to the other end. What your child is exposed to in the first thirty minutes after waking has a direct impact on how well they sleep that night. This episode looks at the science of morning light, why it is one of the most effective tools for shifting the sleep cycle in children living with ADHD, and how to make it work on a school morning when getting outside is not always realistic.Full Spectrum Lamp from Block Blue LightSCIENCE REFERENCESViola, A. U., et al. (2008). Blue-enriched white light in the workplace improves self-reported alertness, performance and sleep quality. Scandinavian Journal of Work, Environment and Health, 34(4), 297 to 306.Leproult, R., Colecchia, E. F., L'Hermite-Balériaux, M., & Van Cauter, E. (2001). Transition from dim to bright light in the morning induces an immediate elevation of cortisol levels. Journal of Clinical Endocrinology and Metabolism, 86(1), 151 to 157.Wams, E. J., et al. (2017). Linking light exposure and subsequent sleep: A field polysomnography study in humans. Sleep, 40(12).Barkley, R. A. (2013). Taking Charge of ADHD: The Complete, Authoritative Guide for Parents. Guilford Press.

If mealtimes in your house feel like a daily negotiation you never seem to win, this episode will change how you see that fight. Fussy eating in children living with ADHD is not a phase and it is not a parenting problem. It is biology. This episode looks at the science behind why so many children living with ADHD struggle with food, why the dinner table battle was never really about the food itself, and what you can actually do about it. Plus a practical habit that gets more nutrition into a brain that needs it without turning every meal into a battleground.Well Nourished LinkSCIENCE REFERENCESDunn, W. (2007). Supporting children to participate successfully in everyday life by using sensory processing knowledge. Infants and Young Children, 20(2), 84 to 101.Khalsa, S. S., et al. (2018). Interoception and mental health: A roadmap. Biological Psychiatry: Cognitive Neuroscience and Neuroimaging, 3(6), 501 to 513.Schreck, K. A., Williams, K., & Smith, A. F. (2004). A comparison of eating behaviors between children with and without autism. Journal of Autism and Developmental Disorders, 34(4), 433 to 438.

Comparison is one of the most human things we do. But for parents of children living with ADHD it can become one of the most damaging. This episode looks at the science of social comparison, why measuring your child against their neurotypical peers was never a fair contest, and how shifting that comparison changes everything. The only measure that is fair, honest and genuinely motivating for a child living with ADHD is who they were yesterday. This episode explores why and how to make that shift at home.Be Everything You Are! OrganiserSCIENCE REFERENCESFestinger, L. (1954). A theory of social comparison processes. Human Relations, 7(2), 117 to 140.Deci, E. L., & Ryan, R. M. (2000). The what and why of goal pursuits: Human needs and the self determination of behaviour. Psychological Inquiry, 11(4), 227 to 268.Hoza, B., et al. (2004). Self perceptions of competence in children with ADHD and comparisons to their peers. Journal of Consulting and Clinical Psychology, 72(3), 382 to 391.

Progress for children living with ADHD rarely looks like progress. It does not follow a straight line and it does not look the way we expect it to. This episode looks at what the research says about small wins, why the brain responds to them in a way that is neurologically significant for children living with ADHD, and why breaking habits down smaller than you think you need to is not giving up on ambition. It is working with the brain instead of against it.Be Everything You Are! OrganiserSCIENCE REFERENCESFogg, B. J. (2019). Tiny Habits: The Small Changes That Change Everything. Houghton Mifflin Harcourt.Schultz, W. (1998). Predictive reward signal of dopamine neurons. Journal of Neurophysiology, 80(1), 1 to 27.Amabile, T., & Kramer, S. (2011). The Progress Principle. Harvard Business Review Press.Clear, J. (2018). Atomic Habits. Penguin Random House.

We know movement helps the ADHD brain. But how much movement actually makes a difference? This episode gets specific. Research shows that twenty minutes of deliberate movement that raises the heart rate produces real, measurable changes in attention, impulse control and cognitive performance in children living with ADHD. This episode covers what that looks like in a real family on a real morning, why cognitively engaging movement is even more powerful, and how to attach the habit to something that already exists in your day so it actually sticks.Be Everything You Are! OrganiserSCIENCE REFERENCESPontifex, M. B., et al. (2013). Exercise improves behavioural, neurocognitive and scholastic performance in children with attention deficit hyperactivity disorder. Journal of Pediatrics, 162(3), 543 to 551.Gapin, J. I., Labban, J. D., & Etnier, J. L. (2011). The effects of physical activity on attention deficit hyperactivity disorder symptoms: The evidence. Preventive Medicine, 52(1), 70 to 74.Ratey, J. J. (2008). Spark: The Revolutionary New Science of Exercise and the Brain. Little, Brown and Company.Singh, B., et al. (2025). Effectiveness of exercise for improving cognition, memory and executive function: a systematic umbrella review and meta-meta-analysis. British Journal of Sports Medicine.

When a child living with ADHD is overwhelmed, the brain's alarm system takes over. Thinking, reasoning and problem solving go offline. This episode looks at one of the most well researched emotional regulation strategies available and why it works: naming the feeling. Science shows that putting a word to an emotion actually calms the brain down. Not eventually, in the moment. This episode covers how to build this skill before the hard moments arrive and how the Be Everything You Are! organiser can support that practice daily.Be Everything You Are! organiserSCIENCE REFERENCESLieberman, M. D., et al. (2007). Putting feelings into words: Affect labelling disrupts amygdala activity in response to affective stimuli. Psychological Science, 18(5), 421 to 428.Siegel, D. J. (2012). The Whole Brain Child. Delacorte Press.Torre, J. B., & Lieberman, M. D. (2018). Putting feelings into words: Affect labelling as implicit emotion regulation. Emotion Review, 10(2), 116 to 124.

For many children living with ADHD the hardest moments at school do not happen during activities. They happen in between them. This episode looks at the science behind why transitions are so difficult for the ADHD brain, how to talk to your child's teacher about it, and one simple classroom strategy that reframes your child from struggling to capable. Plus why consistency across home and school is one of the most powerful things you can build for your child.SCIENCE REFERENCESBarkley, R. A. (2013). Taking Charge of ADHD: The Complete, Authoritative Guide for Parents. Guilford Press.Pfiffner, L. J., & DuPaul, G. J. (2015). Treatment of ADHD in school settings. In R. A. Barkley (Ed.), Attention Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment. Guilford Press.Zentall, S. S. (2005). Theory and evidence based strategies for children with attentional problems. Psychology in the Schools, 42(8), 821 to 836.

We know screens before bed are not ideal. But for children living with ADHD the impact goes well beyond a late night. This episode looks at what blue light actually does to the brain and why children living with ADHD are particularly vulnerable to its effects. What can you do to help? We discuss two practical options, one of them easier than you think.Block Blue Light website SCIENCE REFERENCESChang, A. M., et al. (2015). Evening use of light-emitting eReaders negatively affects sleep, circadian timing, and next-morning alertness. Proceedings of the National Academy of Sciences, 112(4), 1232 to 1237.Cain, N., & Gradisar, M. (2010). Electronic media use and sleep in school-aged children and adolescents. Sleep Medicine, 11(8), 735 to 742.Barkley, R. A. (2013). Taking Charge of ADHD: The Complete, Authoritative Guide for Parents. Guilford Press.

We have covered what to add to the plate and what to take off it. This week we are talking about something that never even makes it to the conversation and it might be the most overlooked factor in how your child's brain performs every single day. Hydration. Research shows that even mild dehydration significantly impairs attention, memory and mood in children living with ADHD and most kids are running on less than they need before the school day has even begun. This episode looks at why thirst is not a reliable cue for children living with ADHD and how to turn hydration into a habit that actually sticks. We also talk about tracking and share a link to the Be Everything You Are organiser at beeverythingyouare.com.au - use the code adhdhabits for ten percent off.Be Everything You Are! OrganiserSCIENCE REFERENCESGrandjean, A. C., & Grandjean, N. R. (2007). Dehydration and cognitive performance. Journal of the American College of Nutrition, 26(5), 549 to 554.Edmonds, C. J., & Burford, D. (2009). Should children drink more water? The effects of drinking water on cognition in children. Appetite, 52(3), 776 to 779.Barkley, R. A. (2013). Taking Charge of ADHD: The Complete, Authoritative Guide for Parents. Guilford Press.

The bedtime battle is not just about behaviour. It is about biology. Children living with ADHD are already slow to produce melatonin, the sleep hormone, which means the body needs extra help knowing that sleep is coming. This episode looks at the science of sleep routines and why doing the same things in the same order every night is not just good parenting practice. It is a biological signal. One that, with enough repetition, the brain learns to respond to.SCIENCE REFERENCESCrowley, S. J., & Carskadon, M. A. (2010). Modifications to weekend recovery sleep delay circadian phase in older adolescents. Chronobiology International, 27(7), 1469 to 1492.

Last week we added protein to breakfast. This week we look at the other side of the equation. Refined sugar, artificial food dyes, and ultra-processed foods can undermine everything you are trying to build for a child living with ADHD. Most families never hear this at diagnosis. This episode breaks down the research in plain language and leaves you with one simple habit: check one label. Just one. Because you cannot change what you cannot see.Well Nourished LinkSCIENCE REFERENCES Wiles, N. J., et al. (2009). Junk food diet and childhood behavioural problems. European Journal of Clinical Nutrition, 63(4), 491 to 498.McCann, D., et al. (2007). Food additives and hyperactive behaviour in 3-year-old and 8/9-year-old children in the community. The Lancet, 370(9598), 1560 to 1567.Pelsser, L. M., et al. (2011). Effects of a restricted elimination diet on the behaviour of children with attention deficit hyperactivity disorder. The Lancet, 377(9764), 494 to 501.Wolraich, M. L., et al. (1995). The effect of sugar on behavior or cognition in children. JAMA, 274(20), 1617 to 1621.Nigg, J. T., & Holton, K. (2014). Restriction and elimination diets in ADHD treatment. Child and Adolescent Psychiatric Clinics of North America, 23(4), 937 to 953.

Most parents of children living with ADHD spend their days in reactive mode putting out fires, managing meltdowns, and struggling to get to the end of the day in one piece. This episode is about shifting from reactive to proactive. Using the science of locus of control and the habit framework from Atomic Habits, Mon walks through what parents actually have power over and how one small proactive action on a Sunday can change the tone of the entire week.SCIENCE REFERENCESRotter, J. B. (1966). Generalised expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80(1), 1 to 28.Mikami, A. Y., & Pfiffner, L. J. (2008). Sibling relationships among children with ADHD. Journal of Abnormal Child Psychology, 36(6), 977 to 992.Barkley, R. A. (2013). Taking Charge of ADHD: The Complete, Authoritative Guide for Parents. Guilford Press.Clear, J. (2018). Atomic Habits. Penguin Random House.

This episode is coming out late. Not because I forgot, but because I spent Mother's Day eve in the emergency department with my mum. She is okay. But it was a reminder that life does not care about your schedule. In this episode I talk about what happens when life gets in the way of the habits you are building, why that is not the problem you think it is, and the one thing research shows makes the biggest difference to getting back on track.Science references:1. Recovery protocols increase habit reestablishment by 82%Journal of Personality and Social Psychology (2025), cited in Coach Pedro Pinto (2025). Habit Formation: Science-Backed Strategies.A 2025 study found that individuals who implemented specific recovery protocols after missing a habit were 82% more likely to reestablish the routine than those without such protocols. Immediate resumption at the next opportunity and adjusted expectations about lapses were identified as key recovery strategies.Source: https://coachpedropinto.com/habit-formation-science-backed-strategies-for-leaders/2. Missing one day does not significantly impact habit formation trajectoryLally, P. et al. (2010). How are habits formed: Modelling habit formation in the real world. European Journal of Social Psychology.The landmark UCL study found that missing a single day had no significant effect on the overall habit formation trajectory, confirming that occasional lapses are a normal part of habit building rather than evidence of failure.Source: https://onlinelibrary.wiley.com/doi/abs/10.1002/ejsp.674

Research shows that children living with ADHD who move before school show significant improvements in attention and mood that last throughout the entire day. Not just the first lesson. The whole day. In this episode we look at why the morning is the most valuable movement window of all, what the science says about timing and the ADHD brain, and how to build a simple morning movement habit that takes less than ten minutes.Science references in full:1. Morning exercise improves attention and mood throughout the school day in ADHD Michigan State University / Michelle Porter Fit (2025). Rise and Shine: How Morning Exercise Can Improve Focus for the ADHD Brain.A study from Michigan State University found that children living with ADHD who exercised in the morning showed significant improvements in attention and mood throughout the entire school day.Source: https://www.michelleporterfit.com/blog/rise-and-shine-how-morning-exercise-can-improve-focus-for-the-adhd-brain2. 30 minutes before school improved ADHD symptoms, mood and peer functioning ADDitude Magazine (2024). Exercise Ideas for Kids with ADHD: Movement for Focus.Research showed that 30 minutes of exercise before school improved ADHD symptoms, moodiness and peer functioning in children compared to a sedentary control group according to both parent and teacher ratings.Source: https://www.additudemag.com/slideshows/exercise-ideas-for-kids-with-adhd-movement-for-focus/3. 20 minutes of aerobic exercise improved maths and reading on the same day ADDitude Magazine (2024). Exercise Ideas for Kids with ADHD: Movement for Focus.A study showed that children living with ADHD improved in maths and reading skills after 20 minutes of aerobic exercise, demonstrating an immediate academic benefit on the same day movement occurred.Source: https://www.additudemag.com/slideshows/exercise-ideas-for-kids-with-adhd-movement-for-focus/4. Half hour of daily moderate exercise had measurable impact on focus and mood Child Mind Institute (2026). ADHD and Exercise.Research found that as little as half an hour a day of moderate to vigorous exercise had a positive, measurable impact on focus and mood in children living with ADHD across both inattentive and hyperactive-impulsive presentations.Source: https://childmind.org/article/adhd-and-exercise/

The meltdown that came from nowhere. The intensity that seemed out of proportion. The child who cannot calm down no matter what you try. In this episode we look at why emotional regulation is genuinely harder for children living with ADHD, what is actually happening in the brain when big feelings arrive, and why connection, before any strategy or consequence, is the most important tool you have.Science references in full:1. 25-45% of children living with ADHD experience significant emotional dysregulation PMC / Frontiers in Psychiatry (2025). Abnormal functional connectivity associated with emotional dysregulation in children with ADHD.Emotional dysregulation is estimated to affect 25 to 45% of children living with ADHD — and in one sample of 358 children, nearly half of those with ADHD showed significantly impairing levels of emotional difficulty. Emotional dysregulation is associated with more severe academic, social and quality-of-life difficulties.Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12696573/2. Abnormal brain connectivity underlies emotional dysregulation in ADHD PMC / Attention Deficit and Hyperactivity Disorders (2016). Emotional dysregulation in children with ADHD.Research confirms that emotional dysregulation in children living with ADHD is associated with differences in the functional connectivity between emotional and thinking regions of the brain — meaning emotional responses arrive before the thinking brain has had time to regulate them. This is a neurological difference, not a behavioural choice.Source: https://pmc.ncbi.nlm.nih.gov/articles/PMC5110580/3. Emotional dysregulation affects friendships, academic performance and long-term wellbeing PMC / PubMed (2025). Emotion regulation strategy and its relationship with emotional dysregulation in children with ADHD.Children living with ADHD who experience emotional dysregulation face more severe academic, social and quality-of-life difficulties. Research also shows that emotional dysregulation significantly predicts the development of anxiety and low mood over time — highlighting the importance of supporting emotional regulation early.Source: https://pubmed.ncbi.nlm.nih.gov/39821692/4. Connection and co-regulation as the foundation of emotional support Porges, S.W. (2011). The Polyvagal Theory. Norton.Research on co-regulation confirms that the regulated nervous system of a connected adult provides a direct neurobiological scaffold for the dysregulated nervous system of a child. Connection is not a soft option — it is the most evidence-supported regulation tool available to a parent.

Phone calls home home. Difficult parent teacher interviews. A report that says your child isn't reaching their potential. If this sounds familiar, this episode is for you. School is genuinely one of the hardest environments for children living with ADHD. Not because of ability or effort, but because of fit. In this episode we look at what the classroom actually asks of an ADHD brain, why the gap between potential and performance is not your child's fault, and the one thing you can do this week that the research shows makes the biggest difference.ReferencesStudents living with ADHD experience academic underachievement and classroom difficulties ACAMH (2026). ADHD in the Classroom: Strategies to Improve Attention, Engagement and Self-Regulation.Source: https://www.acamh.org/blog/adhd-classroom-strategies/Core ADHD symptoms interfere with academic skills requiring sustained attention Frontiers in Psychology (2025). School-based randomised controlled trials for ADHD: systematic review and meta-analysis.Source: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1611145/fullExecutive function challenges manifest as real world academic difficulties ADD Resource Center (2025). Comprehensive Analysis of ADHD School Issues.Source: https://www.addrc.org/comprehensive-analysis-of-adhd-school-issues-evidence-based-insights-from-the-add-resource-center/Teacher-student relationship as protective factor in ADHDEwe, L.P. (2019). ADHD symptoms and the teacher–student relationship: a systematic literature review. Emotional and Behavioural Difficulties.Source: https://www.tandfonline.com/doi/full/10.1080/13632752.2019.1597562Student-teacher conflict mediates school engagement in ADHDSciberras, E. et al. (2019). ADHD and emotional engagement with school in the primary years. Journal of Child Psychology and Psychiatry.Source: https://pubmed.ncbi.nlm.nih.gov/31654412/