ADHD Coaching Course

for Inclusive Education Professionals

This is a PASSHE-Accredited ADHD Coaching Course, designed specifically for professionals with experience working in a 1:1 context with neurodivergent people. Whether you are a specialist tutor, study skills professional, mentor, disability adviser, or practitioner in a related role, this course will help you develop core coaching skills, with a particular focus on ADHD-informed, non-directive support.

The course is designed to equip participants with core coaching skills, whether to enhance their current role or to begin practising as an ADHD coach.

Limited to just 12 participants per cohort, the course offers a high-quality, small-group learning environment with space for rich discussion, personal feedback and peer connection. The total time commitment is approximately 100 to 130 hours, including 24 hours of live group teaching and peer practice, 2 hours of individual supervision, and structured self-paced study, coaching practice, and reflective work towards the submission of a coaching portfolio.

The course runs over 10 months in two distinct phases, combining live training with supervised practice. Phase 1 offers eight weeks of structured online learning, introducing key coaching frameworks and ADHD-informed approaches through interactive teaching, peer practice and guided reflection. Phase 2 is a period where skills are deepened through direct coaching experience, individual supervision and the development of a reflective portfolio. The programme is designed to equip participants with practical, professional coaching skills, leading to the award of the PASSHE Certificate in ADHD Coaching.

The course is inclusive, structured and aligned with established professional coaching frameworks, with a clear emphasis on real-world practice, professional integrity and respectful integration of coaching into participants’ existing experience.

Who is the course for?

This course is for professionals who are:

  • Experienced in 1:1 work with neurodivergent people
  • Familiar with ADHD, dyslexia, autism, or related profiles
  • New to coaching, but curious to explore non-directive approaches
  • Looking for inclusive, practical training that builds on their professional expertise

If you’ve ever found traditional coaching courses too generic, too academic, or too far removed from the realities of your context, this course might be for you.

Course structure and time commitment

The course runs in two phases over 10 months, combining live teaching with self-paced portfolio work.

Phase 1: Core Training

This first phase runs over eight weeks and weaves together live teaching, independent reflection and small-group coaching practice. It includes:

  • 20 hours of live group teaching (online via Zoom)
  • Two 2-hour live group coaching practice sessions (online via Zoom)
  • Weekly reflection, reading and consolidation activities between sessions, available on a dedicated online lear

The course is supported by a dedicated online learning space. After each live session, relevant materials are uploaded, along with supplementary readings or resources to deepen understanding, revisit key ideas or follow up on areas that sparked interest.

Approx. time commitment: 35 hours

Phase 2: Applied Practice

This is independent time for participants to apply their learning and complete their certification portfolio. During this phase, each participant will be supported by two hours of 1:1 online supervision, which can be arranged as needed, at a mutually convenient time with their allocated supervisor.

The portfolio participants are required to produce includes a number of elements designed to evidence applied practice and reflective learning, such as 25 hours of 1:1 coaching with at least five different clients, structured reflections on sessions and supervision, longer reflective pieces and a 30-minute recorded coaching session with commentary. All necessary guidance, templates and an outline of requirements will be available in the dedicated online learning space.

Portfolios may be submitted at any point during the Applied Practice phase. Submissions will be formally assessed, with results provided within four weeks of portfolio hand-in. If successful, participant will be awarded the PASSHE Certificate in ADHD Coaching. If the required standard is not yet met, participant may be invited to revise specific elements and resubmit portfolio for further review.

Approx. time commitment: 80 to 100 hours

Accreditation

Following successful completion and assessment of the portfolio, participants will receive a PASSHE Certificate in ADHD Coaching, confirming that they have completed the full course, demonstrated core coaching competencies, and submitted a portfolio that evidences their applied practice and reflective learning.

The certificate is awarded by PASSHE as a specialist professional body with more than two decades of experience in training and accrediting practitioners supporting neurodivergent people. Although this is not an externally accredited course, the curriculum is carefully aligned with the European Mentoring and Coaching Council (EMCC) framework and the Global Code of Ethics, providing a strong foundation for anyone who may wish to independently pursue individual accreditation at a later stage. Click to expand for further details.

While this course is not part of an EMCC-accredited (EQA) provider programme, it has been designed to align closely with the EMCC Foundation Level coaching framework and the EMCC Global Code of Ethics. This means that, for those wishing to continue developing their coaching practice independently following this course, they will have a strong foundation for ongoing professional development with the EMCC.

After completing the course, participants may choose to apply independently for Affiliate Membership of EMCC UK. They could also choose to continue building their coaching practice hours, reflections, case studies and CPD, and continue with their supervision, in order to independently submit an application for the European Individual Accreditation (EIA) at Foundation Level, via EMCC Global’s accreditation route.

Although EMCC accreditation is not included in the course fee or delivery, this course is offered as a high-quality, accessible starting point, with clear signposting for those who wish to continue their coaching development through the EMCC’s professional pathways.

Delivery and attendance

All sessions are delivered live online via Zoom, in a small group setting limited to 12 participants. Coaching is a practical, relational discipline that is best learned through active participation, real-time feedback and shared reflection. The live sessions form the backbone of the course and cannot be substituted by independent study or recordings. For this reason, we ask that you only apply if you’re able to attend all scheduled sessions. If the current dates are not suitable, we warmly encourage you to wait for a future intake that better fits your availability.

  • Week 1, Tuesday 13 October 2026, 9:30-16:30 – live training session
  • Week 2, Tuesday 20 October 2026, 9:30-16:30 – live training session
  • Week 3 – reflective work but no training session
  • Week 4, Tuesday 3 November 2026, 9:30-12:00 – live training session
  • Week 5, Tuesday 10 November 2026, 9:30-11:30 – optional group practice session
  • Week 6, Tuesday 17 November 2026, 9:30-12:00 – live training session
  • Week 7, Tuesday 24 November 2026, 9:30-11:30 – optional group practice session
  • Week 8, Tuesday 1 December 2026, 9:30-11:30 – live training session

In addition to the group training sessions above, participants will have available two 1:1 supervision sessions, to be arranged at mutually convenient times with their allocated supervisor, any time from the end of the core phase until their portfolio submission. All supervision sessions must be completed by the end of the Applied Practice phase.

Fees and payment schedule

In line with PASSHE’s values as a non-profit professional body, we aim to keep our fees as accessible as possible. The course fee covers all teaching, supervision, learning materials, portfolio assessment and certification. The higher rate for non-members includes a one-year PASSHE membership, providing access to our wider professional network and resources.

 PASSHE MembersNon-Members
Total Fee£960£1025
Deposit£280 (on booking)£280 (on booking)
Second Instalment£400 (due before the start of the course)£465 (due before the start of the course)
Final Instalment£280 (due before the end of the Core Training phase)£280 (due before the end of the Core Training phase)
Are you a PASSHE QA Tutor Member? Participants on this course are eligible to claim a year’s worth of PASSHE-accredited CPD towards their annual QA portfolio requirements. Click to expand for further details.

PASSHE QA Tutor Members who complete this course are eligible to claim up to 5 hours of PASSHE-accredited CPD (equivalent to a full year’s QA CPD requirement) towards their annual QA portfolio. Because the course runs over a 10-month period, it may span two different QA reporting years. If this is the case, and in the interest of fairness and flexibility, participants may choose how to allocate these 5 hours across the two reporting years, depending on when the learning took place.

For example, if your QA portfolio cycle runs from one February to the next, and you begin the course in October 2026 and submit your coaching portfolio in October 2027, the course would span two CPD years: one ending in May 2027, and the next ending in May 2028. In this case, you could divide the five hours in the two different cycles. You might choose to allocate 2 hours of PASSHE-accredited CPD to the 2026-27 cycle and the remaining 3 hours to the 2027-28 cycle, depending on when the relevant learning took place. If both the start of the course and the submission of your portfolio fall within a single CPD year, you may only claim up to 5 hours for that year.

As with current QA practice, participants will be responsible for clearly documenting how and when the learning took place in their QA portfolio. In the relevant sections, you should indicate how the CPD hours were used and reflect on what was learned during those periods. For example, your claimed hours might include time spent attending live training sessions, engaging in supervision, undertaking background reading and research for completing your coaching portfolio, etc.

This approach ensures that no QA tutor is disadvantaged by the timing they undertake this course in relation to their portfolio cycle, and reflects our ongoing commitment to rigour, clarity and proportionality in recognising this substantial commitment to professional development.

Meet the trainers

Dr Dionysios Kyropoulos is a professional coach and trainer specialising in ADHD, and leads PASSHE’s coaching training programme. Alongside his coaching practice, he serves as Co-Chair and Director of PASSHE, and works as a freelance specialist study skills and strategy tutor in higher education. He is a Fellow of the Higher Education Academy (FHEA) and an experienced educator, with over a decade of training individuals ranging from aspiring professionals to established experts across diverse academic and professional contexts. His career began in the arts as an opera singer, stage director and researcher, with graduate studies at the Universities of Cambridge and Oxford and a research fellowship at Harvard University, before his own ADHD diagnosis during his doctoral studies catalysed a career transition into neurodiversity and inclusive education. Dionysios is an EMCC Accredited Coach/Mentor at Practitioner level. He holds the Guildhall Advanced Certificate in Coaching & Mentoring and is a qualified Mental Health First Aider (MHFAider), with a Level 3 Award in Mental Health First Aid from the Royal Society for Public Health (RSPH).

Kassandra Clemens is a transformational coach, trainer and educator with deep experience in working with neurodivergent professionals. She is autistic, dyslexic, dyspraxic and attention-different, and brings a rich, lived understanding to her teaching. A Level 7-qualified Specific Learning Differences Specialist and trained transformational coach, her work focuses on supporting neurodivergent adults to overcome psychological blocks and build confidence in their own judgement. With 19 years of experience supporting neurodivergent adults, Kassandra works at the intersection of trauma-aware practice and coaching. She is the founder and executive director of Heal Your Confidence Community Interest Company, where she integrates her knowledge of the nervous system and adult neurodevelopment into her coaching framework. She hosts monthly events exploring the lived experience of neurodivergence, and her approach is strengths-based, reflective and highly attuned to the needs of clients who struggle with self-doubt, inner criticism and fear of failure.

Summary at a glance
DeliveryLive online via Zoom
Core Training Phase13 October 2026 – 1 December 2026
Applied Practice Phase1 December 2026 – 20 August 2027
Total Time CommitmentApprox. 100 to 130 hours over 10 months
Live Group Teaching20 hours across 8 weeks
Group Coaching Practice2 optional group coaching practice sessions
1:1 Supervision2 individual supervision sessions
Portfolio Submission Window1 February 2027 – 20 August 2027
CertificationPASSHE Certificate in ADHD Coaching
Course Fee£960 (PASSHE members)
£1025 (non-members)
Group SizeMaximum 12 participants per cohort
Booking your place

The course is limited to 12 participants to ensure an engaging, high-quality learning experience. Places are allocated on a first-come, first-served basis upon receipt of the deposit.

To join the course click the button below and pay a non-refundable £280 deposit. The deposit secures your place on the course, and we will then be in touch within five working days to confirm your booking and send you a registration form to complete.

Join the October 2026 Cohort

Before booking: please make sure you’ve read and understood all the information on this page, you have professional experience working in a 1:1 setting with neurodivergent people, and you’re available to attend all the required live training sessions.

As part of the registration process, all participants will be asked to undertake a DBS check. This is a standard safeguarding requirement, and the cost is fully covered by PASSHE as part of the course fee.

If you have questions please contact the Coaching Programme Lead at coaching@passhe.org.uk, or the PASSHE training team at training@passhe.org.uk.

Mindfulness, Mental Health,

and Successful Learning


The mental health of students in higher education is increasingly of concern to
specialist tutors. This online CPD course offers a brief outline of some of the ways
that poor mental health affects learning and suggests how developing mindfulness
practice with your students can build their resilience.  Mindfulness helps students
with strategies to overcome adversity and develop perseverance; it builds self-
knowledge and self-esteem to help towards a proactive attitude that learns.  You will
be invited to take part in mindfulness exercises and consider a range of mindfulness
and specialist study support strategies that will help you help your students.
This course is presented by Karisa Krcmar. Karisa is QA Officer for PASSHE and
headed up a team of specialist tutors at Loughborough University. She developed
mindfulness for study workshops with Tina Horsman and they later produced a book
Mindfulness for Study based on their programme. Karisa has since edited two more
books: The Inclusivity Gap about inclusive learning and teaching in higher education
and Helping Penguins to Swim which highlights a range of innovative practice
already happening in HE to help build resilience and good mental health among
students.
This course counts as 1-hour of PASSHE Accredited CPD.

Metacognition


Arguably, the driving force behind all learning. It is one of the most important of the
PASSHE 7-Principles®. This course will cover the basics of metacognition, the
theory as well as how it applied to Specialist one-to-one Study Skills and support
sessions. The course includes a step by step explanation and history of Flavell’s
theory. It goes on to discuss the guiding principles of the theory in practice. This
course is a starting point for your learning and contains material for you to follow up.
This course is presented by Elaine Doffman. Elaine is a Training and Development
Officer on the PASSHE Exec, and is a joint Regional Coordinator. She has been a
Study Skills Tutor for 16 years, working all over the country via distance support and
locally in the North West. Previously to tutoring, she was a teacher for many years
and qualified to teach people with dyslexia 30 years ago. She loves teaching and
tutoring, as well as producing resources and teaching materials.
This course counts as 1-hour of PASSHE Accredited CPD.

Cognitive Load Theory


This is one of the most important theories for us to consider in our one-to-one tuition.
It comes into almost everything we do and a great many of the strategies that we use
are based on it. This course will examine Sweller’s Cognitive Load Theory and
propose a Cognitive Load for Tutors model. Sweller proposed that working memory
is small and finite; he said that the way material is presented to students puts
considerable unnecessary load on the working memory. This course looks at the
theoretic factors he has proposed over the last 30 years, and goes on to examine the
biological and environmental factors that unnecessarily impinge on working memory.
As most students we work with have a smaller working memory, it is vital that we
remove these extraneous factors to allow the student to work at their best.
This course is presented by Elaine Doffman. Elaine is a Training and Development
Officer on the PASSHE Exec, and is a joint Regional Coordinator. She has been a
Study Skills Tutor for 16 years, working all over the country via distance support and
locally in the North West. Previously to tutoring, she was a teacher for many years
and qualified to teach people with dyslexia 30 years ago. She loves teaching and
tutoring, as well as producing resources and teaching materials.
This course counts as 1-hour of PASSHE Accredited CPD.

Building Students’ Confidence


This course is designed to build students’ academic confidence. Having self-
confidence is vital for academic success, and all too often students lack this. Building
a student’s confidence is a large part of our work. This course will give you ideas on
how to redress the problem of lack of confidence. As well as some practical ideas, it
is designed to act as a starting point for you to look into other theories to improve
your practice.
This course is presented by Elaine Doffman. Elaine is a Training and Development
Officer on the PASSHE Exec, and is a joint Regional Coordinator. She has been a
Study Skills Tutor for 16 years, working all over the country via distance support and
locally in the North West. Previously to tutoring, she was a teacher for many years
and qualified to teach people with dyslexia 30 years ago. She loves teaching and
tutoring, as well as producing resources and teaching materials.
This course counts as 1-hour of PASSHE Accredited CPD.

Blurry Borders: Mentoring Tips

for Specialist Tutors


This online course introduces a range of skills which support and give confidence to
specialist tutors as they work with the, often complex, needs of their students.  It
does not propose to offer training that would equip someone to become a mentor; it
aims, instead, to examine the role of a study skills tutor which encompasses some of
the basic tenets of mentoring which would fit within the boundaries of a study skills
session.

The course is written by Anne Betteridge, who has been an PASSHE member for
many years, and is presented by Karisa Krcmar. Karisa is QA Officer for PASSHE
and headed up a team of specialist tutors at Loughborough University.

This course counts as 1-hour of PASSHE Accredited CPD.

Kate Connery

Kate has an MSc from Queens University, Belfast, a PGDip in SpLD FE/HE from Edgehill University and qualifications in Adult Literacy and TESOL. After working for many years as a Careers Adviser she moved into Higher Education, working as an Education Adviser at Sheffield Hallam University and the University of Liverpool where she was responsible for inclusivity and internationalisation of the curriculum. Working with individual students she became increasingly interested in overcoming barriers to learning and became a qualified dyslexia teacher and assessor. Kate retired from her role as Specialist Support Tutor at the University of Sheffield in 2023 but continues to support students in a freelance basis. She has also worked as a TESOL teacher in HE and once owned a campsite in France. 

Tanya Zybutz

Tanya was there at the beginning when ADSHE was founded and has been part of the Executive for many years, designing and implementing the QA process with Janet Skinner and has been involved with all the working parties that devised and updated the PASSHE 7 Principles and our Profession’s Handbook. She has recently just finished working with Karisa Krcmar and Stella Klein on updating the PASSHE Handbook for 2025. Tanya has worked in the sector at a variety of HEIs most recently with The Royal Central School of Speech & Drama for over 20 years. Tanya currently works with ND academic staff and PhD students at Central.

Emily Adams

Emily Adams has been supporting students at the University of Hull for over 17 years, focussing on improving student success, experience, engagement, and support. She is employed as an SpLD Tutor, following study on ADSHE’s Level 5 qualification to become an ADSHE Quality Assured Specialist SpLD Tutor and she gained Accredited Tutor Status (ATS FE/HE) of the British Dyslexia Association (BDA) in 2022. She previously achieved Fellowship of the Higher Education Academy (FHEA) through her work around student experience and engagement. Prior to joining PASSHE in 2020, she held the position of Communications Coordinator and Executive Committee member of the UK Advising and Tutoring group (UKAT), 2014-16. Emily also represented the UK on the Global Initiatives Committee (GIC) for the Global Community of Academic Advising (NACADA), 2015-17. She has contributed to the Journal of Neurodivergent Learning and Teaching (2022), and has recently served as a Governor for a local primary school. Emily has an active interest in supporting and advocating for neurodivergence, and developing peer communities within higher education. She co-ordinates a Neurodivergent Staff Network providing peer support and advice, as well as facilitating an SpLD Community and other group opportunities for students. As Institutional Membership and Accreditation Officer, Emily is exploring a package to enable PASSHE to offer Institutional Memberships, promoting the role of Tutors and expanding the reach of PASSHE. Alongside this, she is developing a self assessment framework for HEI’s to evaluate, promote, and increase their provision for Neurodivergent Students across the full Student Experience, and possibility to gain PASSHE accreditation or high standards of provision.

Dr Dionysios Kyropoulos FHEA

Dionysios is a professional coach and trainer specialising in ADHD. He is a Fellow of the Higher Education Academy (FHEA) and holds the European Mentoring & Coaching Council (EMCC) Global Individual Accreditation (EIA) at Practitioner level. Before training as a coach, he developed a diverse portfolio career spanning performance, stage direction, teaching and research, with graduate studies at Cambridge and Oxford and a research fellowship at Harvard. Dionysios is an experienced educator with over 15 years of experience training individuals from aspiring professionals to established experts across diverse academic and professional contexts. For seven years he was Professor of Historical Performance and Academic Studies at the Guildhall School of Music & Drama, and has taught courses and workshops at institutions including Newcastle University, Shenandoah University, the University of Oxford, the University of Cambridge, the University of Burgos, City University London and Shanghai Jiao Tong University. Alongside his coaching and teaching practice, he serves as Co-Chair and Director of PASSHE and leads the organisation’s coaching training programme. For more information visit: www.kyropoulos.com

Kassandra Clemens

Kassandra Clemens is a transformational coach, trainer and educator with deep experience in working with neurodivergent professionals. She is autistic, dyslexic, dyspraxic and attention-different, and brings a rich, lived understanding to her teaching. A Level 7-qualified Specific Learning Differences Specialist and trained transformational coach, her work focuses on supporting neurodivergent adults to overcome psychological blocks and build confidence in their own judgement. With 19 years of experience supporting neurodivergent adults, Kassandra works at the intersection of trauma-aware practice and coaching. She is the founder and executive director of Heal Your Confidence Community Interest Company, where she integrates her knowledge of the nervous system and adult neurodevelopment into her coaching framework. She hosts monthly events exploring the lived experience of neurodivergence, and her approach is strengths-based, reflective and highly attuned to the needs of clients who struggle with self-doubt, inner criticism and fear of failure.

Jill Harris

Jill is an experienced Chartered Accountant and Fellow of the Higher Education Academy (FHEA). She worked in audit for a Big Four firm and in finance within the oil and gas industry prior to following her passion and moving to work in higher and professional education.

Cheri Shone

Cheri has been a PASSHE member since she first qualified as a Specialist Support Tutor. She deeply committed to developing her own understanding of neurodivergence and raising the awareness of neurodivergence based on that understanding. Cheri herself is Dyslexic. Her particular interest is how to navigate the intersections of the neurodivergent profile by centring and supporting the neurodivergent person themselves to develop this insight. Cheri has engaged with this work herself in both a personal and professional capacity. Her professional interest is focused on how to create a tutorial space that will facilitate this exploration. To that end Cheri has developed the VLR® Model that creates an effective scaffolding for that exploration and is the basis for the work she loves.

Stella Klein

Stella joined the Executive in 2020 with an interest in promoting and sharing innovative professional practice across its membership.
A PASSHE member and SpLD Tutor in Higher Education since 2007, Stella has provided individual and group support to students with SpLDs and other neuro-differences at several London universities including UCL, SOAS, Kings, Birkbeck, Central School of Speech and Drama. In addition to her freelance SpLD tutoring, she also continues to work in this role at Central St Martins, University of the Arts, London. With a background in Linguistics (BA), Education (PGCE, PGDip in Specialist Education) and Creative Writing (MA), Stella loves learning and developing her practice with her students, creating individualised tools for language development, critical reflection and writing from Foundation to PhD level. She is an Advance HE fellow, and has contributed to the Journal of Neurodiversity in Higher Education as well as to the Resources for Professional Practice section of the PASSHE website.

Bob Burwell

Bob is Specific Learning Differences Tutor who has been working at the University of Hull for the last 12 years. Bob has 25 years’ experience in Further and Higher Education. He has been an active member of ADSHE since 2008 and was PASSHE NE Regional Coordinator for 4 Years.  He has a Post Graduate Diploma in Dyslexia and Literacy, and a MA in Education, specialising in inclusion and assessment.  He also has been a teacher for many years with a PGCE. Bob’s particular interests are working with academic departments to develop inclusive curriculum practice. Bob is also keen on developing and protecting professional standards.

Diane de Villiers

Diana joined PASSHE when she started working in HE in 2008. As she has worked as a freelancer for a number of years, Diana feels passionately about endorsing the role of the freelancer and took up the PASSHE role of Freelance Officer in 2018. The role of the freelancer in this sector has become more demanding, providing opportunities as well as challenges. Diana came from teaching into SpLD support. She is a Specialist Teacher Assessor and Director of a company providing NMH support to students. In addition, Diana works as a Dyslexia Advisor at the University for the Creative Arts.

Kris Grainger

Kris Grainger is a Specialist Study Skills Tutor based in Staffordshire. Holding a BA (Hons) in Film and an MA in New Media Technologies, he has engaged in research within the audio and film industries, collaborating with renowned companies such as Lucasfilm, Pixar, and Dolby. A lifelong enthusiast of audio, Kris runs his own small studio, where he produces his personal podcast, as well as offering podcast production and professional audio services to various health and educational organisations. With a PGCE (FE/HE) and over 25 years of teaching experience across the FE, HE, and Adult Learning sectors, Kris is a dedicated advocate for inclusivity and support for students with Specific Learning Difficulties (SpLDs). In 2024, he completed the PASSHE Level 5 Course in Teaching Students with SpLDs in Further and Higher Education. Outside of his professional work, Kris is a passionate bass player and musician, with a particular interest in vintage synthesizers, many of which he uses to create jingles for his podcasts.

Jackie Hatfield

Jackie has been supporting neurodivergent students, in a one-to-one setting, at Loughborough University for 14 years. In this role, she engages with students ranging from those beginning their learning journey in Higher Education through to those pursuing the challenges of researching and writing their PhDs. Jackie supports neurodivergent students from across the range of disciplines at Loughborough. This experience has made her aware of the frustrations they encounter with academic writing. As a predominately visual learner she has become increasingly interested in investigating visual and creative strategies. This journey has led Jackie to discover Lego Serious Play, and prompted her to become a trained facilitator of Lego Serious Play methodology, to support her neurodivergent students (and potentially the wider student population) to reach their potential in a text heavy environment. In 2015, Jackie became one of the Regional Coordinators for the Midlands Regional Group, along with her Loughborough colleague, Tina Horsman. In September 2019, she became the Regional Officer of PASSHE.

Dr Dylan Griffiths

Dylan offers almost 20 years of experience supporting neurodivergent individuals in education and the workplace, with expertise in dyslexia, dyspraxia, dyscalculia, ADHD, autism, and physical or sensory impairments.

He provides two core services: neurodiversity screenings and needs assessments. Screenings explore indicators of specific learning differences and neurodivergent profiles, offering a cost-effective way to better understand individual needs without the commitment of a full diagnostic assessment. Needs assessments provide tailored, practical recommendations - ranging from assistive technology and one-to-one support to team awareness training and low- or no-cost adjustments. All strategies are person-centred, sustainable, and aligned with organisational goals.

Dylan's approach is grounded in both academic and professional expertise, drawing on his mathematics PhD, specialist qualifications in Dyslexia and Dyspraxia, and role as a certified Mental Health First Aid Champion. He also contributes to national policy and practice as co-chair of PASSHE and a board member of SASC, shaping standards in assessment and support.

Dr Dylan Griffiths

Dylan has been supporting neurodiverse students and staff since 2006, offering one-to-one support sessions, neurodiversity screenings, and needs assessments. Over the years, his roles have spanned across higher education, the full DSA system, and the workplace, giving him a broad understanding of how best to provide effective support in different settings.

His specialist area is numeracy, but he also brings a strong focus on integrating Study Skills with Assistive Technology. As a keen advocate of technology, Dylan believes that the right tools can make studying and working not only more effective, but also more empowering. His sessions are designed to build confidence, encourage independent learning, and help people work smarter and more efficiently.

Irina Staneva

Irina brings extensive experience of leading multidisciplinary services across disability, wellbeing, counselling and DSA-funded provision, with a strong focus on inclusive practice and strategic service development. She has held senior leadership roles in both higher and further education, leading complex safeguarding and Student of Concern processes, strengthening reasonable adjustments systems to improve access, and embedding preventative mental health within institutional strategy. Irina previously managed a regional DSA Assessment Centre and has contributed to sector policy and practice through representation at the Disabled Students’ Stakeholder Group. Her work is underpinned by a commitment to equity, professional standards and evidence-informed improvement.

James Bramley

James leads digital development across PASSHE’s services, streamlining processes, managing complex information, and helping shape systems that support the organisation’s future growth. With a background in music, languages, and politics, he brings a broad interdisciplinary perspective. Alongside his role at PASSHE, he maintains a portfolio career as a freelance musician and inclusive music educator with the leading participation organisation Live Music Now.

Tony Smith

Tony started as a Senior IT Support Assistant at Cardiff Metropolitan University in 2009 before becoming their first Assistive Technology Trainer in 2010. In March 2011, Tony attended a five-day course Understanding SpLD and Strategies for Support. He met Sandra Hargreaves, who supported Tony’s application to attend London Metropolitan University and undertake the Post Graduate Certificate: Teaching Adult Dyslexic Learners in Higher and Further Education. In September 2011, Tony became the Specialist Study Skills Co-Ordinator and the only Tutor at Cardiff Metropolitan University, so he had no problem finding students for his teaching practice as he had over 100 students requiring support. In November 2011, Tony established a small team of Tutors who remained with him until his departure in 2020. He ensured meetings occurred once a term to share best practices and participate in CPD and Professional Peer Supervision (PPS)®. During the same period, Tony was a tutor on the PASSHE Level 5 course. However, he has decided to retire from supporting students. Still, being the eternal opportunist, he is not fading into the background but continues to support the profession now as Treasurer.

Fran Stanton

Fran has worked in Marketing and Recruitment roles at the University of North London and in the Business and Law Faculty at De Montfort University, Leicester.  In 2006 she became International Student Support Coordinator within the Student Support Office at University of York and subsequently, College Administrator at Halifax College, University of York.  On leaving York in 2015, she took up administrative roles within the Anglican Diocese of York and then the Catholic Diocese of Leeds.

Suzanne James

Suzanne is an experienced Administrator with a wide experience within the educational sector. Prior to joining PASSHE in 2018, she worked for the University of Reading Study Advice and Counselling services.  She has a background in corporate public relations and marketing.

Tina Horsman

Tina Horsman is a specialist tutor at Loughborough University, renowned for her expertise in supporting neurodiverse students. With over twenty years of experience in assessing and aiding students with specific learning differences (SpLDs), Tina has co-authored the book Mindfulness for Study: From Procrastination to Action, which provides valuable insights into applying mindfulness techniques to academic contexts. At Loughborough, Tina co-developed the "Mindfulness for Study Programme", designed to help students with SpLDs such as dyslexia and dyspraxia to manage stress and improve their study skills. This programme has received significant recognition for its positive impact on student performance and well-being. Tina's recent work includes the publication of the article "Navigating the Essay: Making Writing Multi-Sensory", which explores innovative methods to enhance students' writing processes by incorporating multisensory approaches. A long-time member of PASSHE, Tina became a Director in March 2024.

Dr Karisa Krčmář

Karisa has an MBA from Glasgow, an MEd and PhD from Birmingham.  After working in a variety of commercial sectors ranging from shipping to ballet, she changed direction, went into teaching adults and became fascinated with why learners don’t learn.  She undertook dyslexia teaching and assessor training, followed by CPD focussing on ADHD and Mental Health and became a Specialist Tutor at Loughborough University. Karisa is a Mindfulness practitioner, and with one of her colleagues, developed and ran mindfulness workshops culminating in the publishing of Mindfulness for Study: from procrastination to action.  She was the first editor of the Journal of Neurodiversity in Higher Education (ADSHE) and has edited books about inclusive learning and teaching (The Inclusivity Gap) and successful projects for building students’ mental health resilience (Helping Penguins to Swim).  Karisa is a Senior Fellow of the Higher Education Academy and has a black belt in Shotokan Karate.