Start with the basics! This lesson lays the foundations for understanding what coaching is and how it differs from other approaches. It explores coaching in the context of organisations. 

Contracting is arguably the most important part of coaching and here you learn how to do it effectively and ethically. In this lesson you will also learn about how to plan your coaching sessions. 

In this lesson you learn how to set client relationships up for success by using and debriefing the pre-coaching questionnaire. 

One of the core pillars of effective coaching is goals and here you will learn about goal setting as well as how to use 2 different coaching activities to support clients with their goal setting. 

In this lesson you deepen your understanding of the role of a coach by learning about the core coaching competencies of coaching. You will practice more coaching skills as you learn how to apply these to your coaching approach.  

This lesson takes a deep dive into the skills necessary for effective coaching, you learn to listen deeply, question for impact and awareness, and observe language and behaviours to support your client to change and grow. As you practice gaining new skills you are also unlearning habits that are not needed in coaching. 

Here you are introduced to your first coaching framework to use as a semi structure for conversations. You will learn to use this flexibly with clients applying the principles of it to coaching conversations. 

Supporting clients to recognise their progress - both in the actions they're taking and in the shifts in thinking, behaviours and emotions are crucial to effective coaching and this lessons zones in on this important part of coaching. 

Here you build your understanding of how people learn so you can adapt your coaching to meet the needs of your clients. You'll also learn how to match coaching 'homework' to clients preferred styles

Supervision is at the corner stone of ethical practice and here we explore the value of supervision as well as practicalities around record keeping when working with clients. 

As we begin the journey into Neurodivergent Inclusive Coaching you will spend time learning about what it is to be a Neurodivergent Inclusive Coach. 

Language and Communication is so important with working with and advocating for Neurodivergent Clients. Here we explore DEIB, Intersectionality, Ableism and what terminology is welcomed and acceptable in the neurodivergent space. 

Polyvagal theory and somatics are at the centre of neurodivergent inclusive coaching. You will learn about different processing needs, sensory sensitivity and how to work with the nervous system of neurodivergent clients. 

Neurodivergent clients are likely to have experienced trauma of some kind in their life as a direct result of being neurodivergent, therefore it is imperative to work in a trauma informed and sensitive way.

An Introduction to Neurodivergent Conditions and Specific Learning Conditions enables you to build your knowledge about what conditions are and how they are identified, you will be introduced to the medical and social models of neurodivergence and some of the history of diagnosis. The specific learning conditions you are introduced to here are dyslexia, dyspraxia, dyscalculia, dysgraphia and processing disorders and you'll explore these in the context of coaching. 

Autism, Tourettes and Obsessive Compulsive Disorder and 3 further neurodivergent conditions that you will learn about. You'll learn what these conditions are and what they often mean for clients who have them. You'll be introduced to these through the lens of strengths and support needs and how you may need to adapt your coaching to accommodate the needs of clients who have these conditions. 

ADHD - Attention Deficit Hyperactivity Disorder is an important condition to understand in coaching. It often co-occurs with other neurodivergent conditions. You'll learn about the different presentations of ADHD and how these influence clients and coaching as well as exploring the strengths and support needs that many clients with ADHD experience. 

Gifted, Twice Exceptional and Co-occurence are often overlooked when considering neurodivergent conditions but clients who have these conditions also need to be understood in coaching. You'll learn about these conditions through the lens of strengths and support needs to ensure you can create and hold a truly inclusive space. You'll also learn more about co-occurring conditions and what this means for coaching and clients. 

Executive Functioning is essential to understand when becoming a neurodivergent inclusive coach. This lesson gives an overview of the 8 executive functions before taking a deep dive into the first one - task initiation, where you will be introduced to what it is, how it can affect clients and explore some coaching approaches that can support coaches with this executive function. 

In this lesson you learn about the Executive Function of Organisation and how to support clients when they may overplay this skill, or find they are lacking it. It is never a simple case of being 'more or less' organised and the strategies many neurotypical clients use to support their organisation does not work with neurodivergent clients. This can invoke feelings of shame or inadequacy. Learning to work with this executive function in service of your clients goals is an important part of coaching. 

In this lesson you learn about the Executive Function of Planning and Prioritisation. As you learn what it is, how it can affect neurodivergent clients you'll also look at it through the lens of the strengths and support needs that can accompany this function. You'll be introduced to a coaching activity you can use to support clients when planning and prioritisation is a challenge for them achieving their goals. 

Working memory can be thought of as the space you have for processing the information you need to complete tasks. Working memory is important for how you coach as well as how you support clients with their goals. Understanding how working memory shows up for you clients enables you to both tailor your coaching approach and introduce coaching activities that are accessible and supportive to clients.  In this lesson you learn about the Executive Function of Working Memory and how you can support clients with needs in this area. 

Executive Function is the ability to observe and regulate behaviour in real time and it is central to a client achieving their goal. Some clients may find they are hyper aware, and others less so leading to unintended outcomes. In this lesson you'll develop your understanding of this Executive Function and what it means for your neurodivergent clients as well as your coaching and you'll be introduced to a coaching activity you can sue with clients who seek support in this area. 

Emotional regulation explains the process by which someone is able to manage, adapt and control their emotional responses to meet outcomes that they want. It is an important part of neurodivergent coaching because many clients experience heightened emotions. In this lesson you learn about the Executive Function of Emotional Regulation by exploring what it is, how it affects neurodivergent clients, the strengths and support needs that can accompany this function and what this means for coaching. You'll also be introduced to a coaching activity you can use to support clients when emotional regulation is a challenge for them achieving their goals. 

Impulse control describes the skill of being able to think before acting and delay impulse behaviours, it can also be overplayed where impulses are tightly controlled and interrupts a persons ability to get into flow.  In this lesson you learn about the Executive Function of Impulse Control and how it can show up in neurodivergent coaching.  You'll be introduced to further coaching activities to support clients with this area of development. 

In this last lesson on Executive Functions you will learn about flexible thinking, the skill of being able to adapt thinking and behaviour in response to new information. You will also explore how Executive Functions can overlap and what this means for your clients and your coaching. You will be introduced to a further coaching activity to support clients with their flexible thinking goals.  

Accessibility is core to neurodivergent inclusive coaching and in order to work with and serve this population of clients you will need to ensure your coaching services are accessible so in this lesson you will explore many aspects of accessibility from what it is and how it supports allyship to looking at the whole coaching journey and the important aspects of accessibility in each of the client touchpoint. 

In this lesson we learn about systemic coaching and the role that systems can play in our clients lives. We acknowledge how systems can both create and block access as well as how we coach within systems that don't change. Many neurodivergent clients exist within systems that are not built with their needs in mind so this is an important lessons for neurodivergent inclusive coaching. 

Many Neurodivergent Clients will also have people in their lives that are also neurodivergent clients and when you coach the whole person these relationships often come into the coaching space. In this lesson you will learn about the importance of neurodivergent adjacent coaching, the impact adjacent roles can have on your client and their nervous system and what this means for your coaching and the kinds of topics clients may bring to coaching. 

This final lesson focuses on you, the coach, and how you can take care of yourself and resource yourself for the work you do with your clients. This lesson acknowledges that many coaches who work with Neurodivergent Clients may be neurodivergent themselves and how you can support yourself in this context.