The story your child is writing right now

Why ADHD looks different in every child

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! Organiser [https://www.beeverythingyouare.com.au/products/2026-undated-school-15-week-organiser]Science 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

Why self-awareness matters for children living with ADHD

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! Organiser [https://www.beeverythingyouare.com.au/products/2026-undated-school-15-week-organiser] Science 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.70101 Training of Awareness in ADHD: Leveraging Metacognition (2024). Journal of Psychiatry and Brain Science.

What Be Everything You Are! really means

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

Why 'if-then' plans work for children living with ADHD

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! Organiser [https://www.beeverythingyouare.com.au/products/2026-undated-school-15-week-organiser]Science 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

The habit of boundaries

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! Organiser [https://www.beeverythingyouare.com.au/products/2026-undated-school-15-week-organiser] * Patterson, 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.