ADHD Coaching Course

for Trained Coaches

This is a PASSHE-Accredited ADHD Coaching Course, designed for qualified coaches who already hold foundational coaching training and are now seeking to deepen their practice through a stronger understanding of ADHD and neuroinclusive coaching. The course is suitable for coaches trained to Foundation level or above with a recognised professional body such as EMCC, ICF or AC, or those holding an equivalent coaching qualification or professional coaching experience.

This programme is built for coaches who already understand core coaching skills, ethics and practice, and now want to apply their expertise confidently in the context of ADHD, executive function differences and broader neurodivergent client profiles. The focus is on developing nuanced, evidence-informed, ADHD-aware coaching practice that is safe, ethical and empowering.

Limited to 14 participants per cohort, the course offers an in-depth, small-group learning environment with space for rich dialogue, reflective practice and personal feedback and peer learning. The total time commitment is approximately 80 to 110 hours, including 16 hours of live group teaching, 4 hours of individual supervision, and structured self-directed study, coaching practice and portfolio development.

The course takes place over 10 months in two phases, combining live training with supervised applied practice. Phase 1 offers eight weeks of structured learning, exploring ADHD-specific coaching frameworks, neuroinclusive principles, cognitive and emotional dimensions of ADHD, and adaptations for effective coaching. Phase 2 focuses on supervised applied practice, where participants are expected to consolidate their learning through 20 hours of 1:1 coaching with at least 4 clients with ADHD or ADHD traits. This phase also includes the development of a comprehensive portfolio, documenting coaching practice and reflective learning. The portfolio includes client logs, session reflections, longer reflective pieces, supervision reflections and a recorded coaching session with commentary, all designed to demonstrate confident, ethical and ADHD-informed coaching. Successful completion leads to the award of the PASSHE Certificate in ADHD Coaching.

This course is grounded in the ethical foundations of professional coaching and aligned with the EMCC Global Competence Framework and the Global Code of Ethics, while drawing on PASSHE’s 25 years of expertise in neuroinclusive education and professional training. PASSHE has long been a recognised voice in advancing inclusive, evidence-based practice for those working with neurodivergent individuals. This course aims to bring that expertise to the coaching profession, offering a rigorous, practice-oriented route into confident, respectful and client-centred ADHD coaching.

Who is the course for?

This course is designed for trained or experienced coaches who already have a good grounding in non-directive, person-centred coaching and now want to specialise in working confidently with clients with ADHD. Participants are expected to have completed Foundation-level coach training (or higher) with a recognised professional body such as EMCC, ICF or the AC, or to have equivalent professional experience of at least 50 hours of 1:1 supervised coaching practice.

The course is only open to coaches who:

  • Are confident with core coaching principles such as contracting, clean questioning, goals-focused structures and reflective practice
  • Have trained in a non-directive coaching modality (e.g. EMCC Foundation, ICF ACC, AC Accredited Coach, etc.)
  • Have little or no knowledge of ADHD and want to work more effectively and safely with clients with ADHD or ADHD traits
  • Are looking to deepen their understanding of neurodivergence, executive function differences and trauma-aware practice
  • Want practical, applied training that integrates ADHD knowledge with the realities of professional coaching

An ADHD coach is first and foremost a coach. ADHD coaching is therefore grounded in the same non-directive ethos, ethical frameworks and reflective discipline used across EMCC, ICF and AC, but what distinguishes ADHD coaches from generalist life or executive coaches is their specialist understanding of ADHD and related neurodifferences, including dyslexia, dyspraxia and autism.

While the work remains firmly coaching in structure and intent, there is often a greater emphasis on contextual understanding and there are elements of psychoeducation that enable clients to make better sense of their experiences and translate insights into meaningful change. ADHD coaches work with a nuanced awareness of executive function differences, emotional dynamics, self-regulation challenges and the sensory or cognitive barriers that shape the coaching conversation.

This course assumes you already feel confident in the fundamentals of coaching, and focuses instead on the neurodiversity and ADHD dimensions of practice. If you are at the very beginning of your coaching journey, or if you feel unsure about your coaching foundations, our forthcoming PASSHE ADHD Coaching Course for New Coaches scheduled to start in September 2026 may be a better fit, as it will provide both core coaching training and a full grounding in ADHD and neurodiversity from the ground up.

Course structure and time commitment

This course runs in two phases over 10 months, combining live teaching with supported, self-paced applied practice.

Phase 1: Core Training (April to June 2026)

This phase introduces key ADHD-related knowledge and frameworks to help participants transition from general coaching to ADHD coaching. Topics include executive function and emotional regulation, psychoeducation within coaching boundaries, masking, motivation, burnout, and neuroinclusive adaptations to session structure and pace. Sessions are interactive and practice-informed, with plenty of space for discussion, casework and peer reflection.

  • 16 hours of live group teaching (online via Zoom)
  • Weekly reflection, reading and consolidation activities between sessions

Participants also have access to a dedicated online learning space, where relevant materials are uploaded after each live session, alongside supplementary readings and resources to deepen understanding, revisit key ideas or explore areas of personal interest.

Approx. time commitment: 30 hours

Phase 2: Applied Practice (June 2026 to January 2027)

This is independent time for participants to apply their learning in real-world coaching contexts and to complete their certification portfolio. While the core training phase offers a strong theoretical foundation in ADHD, this second phase is where that knowledge becomes embedded, personal and practice-led. During this phase, participants receive four hours of individual online supervision, arranged flexibly with their allocated supervisor. Supervision is a core part of this tailored transition from general coaching to ADHD-informed practice.

Because each coach’s approach is already shaped by their own training, experience and client work, the focus here is on integrating ADHD insight into your existing coaching style, rather than adopting a fixed method or top-down manualised technique. As every coaching relationship is different, and every coach brings their own voice, experience and background to the work, the four supervision sessions provide a vital space to reflect, test, adapt and build confidence in each participant’s evolving ADHD coaching identity. It supports ethical reflection, case discussion and the deeper shifts required to coach neurodivergent clients with clarity, nuance and safety.

To complete the programme, participants will need to submit a coaching portfolio, which includes a minimum of 20 hours of 1:1 coaching with at least 4 clients who have ADHD or ADHD traits (whether pro bono or as part of their existing professional practice), along with written reflections exploring how ADHD-specific understanding is shaping their approach. Portfolio materials also include comparative reflections on the transition from general to ADHD-informed coaching, client feedback, anonymised session reflections, reflections on supervision, and a 30-minute recording of a ADHD coaching session (or part of coaching session) with commentary. 

All necessary guidance and templates are provided, and portfolios may be submitted at any point between 21 August 2026 and 29 January 2027. 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, the participant may be invited to revise specific elements and resubmit portfolio for further review.

Approx. time commitment: 60 to 80 hours

Accreditation

On successful completion and assessment of the portfolio, participants will receive the PASSHE Certificate in ADHD Coaching, recognising their ability to integrate ADHD-informed understanding into ethical, reflective and professional coaching practice.

This certificate is awarded by PASSHE, the UK’s Professional Association of Specific Learning Difference (SpLD) Specialists in Higher Education, which has over 25 years’ experience in training and accrediting practitioners working with neurodivergent individuals across education and support services. While this is not an externally accredited coaching qualification, the curriculum is carefully aligned with the EMCC Global Competence Framework and the Global Code of Ethics, and is designed to complement existing credentials held with EMCC, ICF, AC and others.

For trained coaches, the certificate affirms a specialist grounding in ADHD coaching, with a strong emphasis on neuroinclusive practice, applied competence and professional integrity, and it may serve as a stepping stone for those seeking to extend their practice to ADHD coaching, or specialise in this field.

Delivery and attendance

All sessions are delivered live online via Zoom, in a small-group setting limited to 14 participants. The core training is focused on deepening theoretical understanding and reflective insight and the live sessions are central to the learning process. Coaching with ADHD clients is nuanced, context-sensitive and ethically complex, and the live space offers a valuable opportunity for shared reflection, case discussion and peer dialogue.

The sessions are not recorded, and live attendance is essential. Please only apply if you are able to attend all of the following core training dates and times:

  • Monday, 20 April 2026, 9:30–16:30
  • Monday, 27 April 2026, 9:30–12:00
  • Monday, 11 May 2026, 9:30–12:00
  • Monday, 18 May 2026, 9:30–12:00
  • Monday, 8 June 2026, 9:30–12:00

In addition to the group training sessions above, participants will have available four 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 (portfolio submission window 21 August 2026 to 29 January 2027). All supervision sessions must be completed by 29 January 2027.

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 worth £65, providing access to our wider professional network and resources.

 PASSHE MembersNon-Members
Total Fee£1,130£1,195
Deposit£300 (on booking)£300 (on booking)
Second Instalment£430 (due 3 April 2026)£495 (due 3 April 2026)
Final Instalment£400 (due 29 May 2026)£400 (due 29 May 2026)

All payments, including the deposit and any subsequent instalments, are non-refundable. The deposit secures your place on the course, and we will be in touch within five working days to confirm your booking and send you a registration form to complete.

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 PhaseApril 2026 to June 2026
Applied Practice PhaseJune 2026 to January 2027
Total Time CommitmentApprox. 90 to 110 hours over 10 months
Live Group Teaching16 hours across 8 weeks
1:1 Supervision4 individual supervision sessions
Portfolio Submission Window21 August 2026 and 29 January 2027
CertificationPASSHE Certificate in ADHD Coaching
Course Fee£1130 (PASSHE members)
£1395 (non-members)
Group SizeMaximum 14 participants per cohort

If you have questions please contact the coaching team at coaching@passhe.org.uk, or the 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.