Christina Topping Transformation Coach BSc PGCE

23/04/2026

Can you relate to this?

A simple task…
and somehow you just can’t start it.

Not because you don’t care.
But because it feels too big, too unclear, too overwhelming.

So it gets pushed back.

But it doesn’t go away.

It sits there…
like a monster in the backpack of life.

For adults, it’s paperwork, emails, taxes.
For teens, it’s homework, permission slips…
or that lunchbox turning into a science experiment 🧪

Different situations. Same feeling.

Underneath it all is that moment of:

Where do I even start?

And everything just… stops.

The shift isn’t doing everything.

It’s doing one small thing.

💬 Try this:
What’s one tiny step you could take right now?

Because the ADHD tax isn’t just about money.

It’s the invisible weight people carry every day.

03/04/2026

Last night at the International School of Brussels was a powerful reminder of why this work matters.

I had the privilege of speaking with parents of student-athletes with ADHD, exploring how we can better support young people to harness their strengths, build confidence, and prioritise their overall wellbeing both in sport and in everyday life.

I specialise in working with teens, young adults, and families, helping them better understand neurodiversity and build practical strategies that support performance, balance, and wellness.

Together with Carla, we bring a unique combination of coaching and counselling supporting teachers, sports coaches, and parents to create environments where neurodivergent individuals can thrive.

Let’s ’s keep educating, supporting, and championing wellness in this community.

03/03/2026

28/02/2026

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28/02/2026

The Humble Mind Map

In a world of apps and AI, have we overlooked one of the most cognitively powerful study tools we already had?

It isn’t new.
It isn’t trendy.
It doesn’t require a subscription.

But it works.

When I was studying Traditional Chinese Medicine, the volume of information was immense.

Meridians.
Anatomy.
Physiology.
The pathology of TCM — patterns within patterns.

At the same time, I had just received diagnoses of dyslexia, dyscalculia, dysgraphia and ADHD.

The cognitive load was intense.

Linear notes weren’t sticking.

So I returned to something simple.

Mind maps.

Sometimes classic spider diagrams.

Other times, I used a recognisable shape — a house, a car — divided into sections.

Each section held keywords, relationships, patterns.

Before exams, I would redraw the structure from memory.

Because I had anchored the material spatially, I could retrieve it.

What I was doing wasn’t just mind mapping.

It was spatial encoding — deliberately anchoring knowledge to visual structures to strengthen retrieval under pressure.

Not memorising text.

Reconstructing structure.

And in complex subjects, structure is everything.

What strikes me now is how aligned this is with how ADHD itself is described in research.

A 2024 review explored ADHD through both Traditional Chinese Medicine theory and modern neurobiological mechanisms — describing interacting patterns, neurotransmitter systems, and neuroimmune pathways (Zhou & Wang, 2024).

Not a single linear issue.

A system.

Layered. Relational. Dynamic.

If the condition is patterned and multi-layered, perhaps our learning tools should be too.

Educational research supports this.

A 2022 meta-analysis analysing 21 independent studies found that mind-mapping-based instruction produced stronger cognitive learning outcomes than traditional instruction, including improved organisation, integration of concepts, and retention (Tawil et al., 2022).

Mind maps reduce working memory load.
They make relationships visible.
They turn complexity into structure.

For ADHD and dyslexic learners, that can be transformative.

But honestly — it benefits anyone navigating dense, interconnected material.

In a digital world, perhaps we’ve underestimated the cognitive sophistication of a blank page and a pen.

The humble mind map isn’t outdated.

It’s structurally intelligent.

And sometimes, the simplest tools still work best.

References

Tawil, R., Ismail, H. N., Asshaari, I., Osman, S., Nopiah, Z. M., & Rahman, R. A. (2022). Effects of mind mapping-based instruction on student cognitive learning outcomes: A meta-analysis. Asia Pacific Education Review, 23(3), 415–432. https://lnkd.in/euga4W9x

Zhou, C., & Wang, J. (2024). Traditional Chinese medicine research on attention deficit hyperactivity disorder: Theory, treatment and mechanism. Brain Behavior and Immunity Integrative, 5, 100049. https://lnkd.in/eMnKEGwp

This link will take you to a page that’s not on LinkedIn

27/02/2026

If your teen leaves homework until the last minute,avoids revision, or melts down before exams, it’s rarely laziness, executive function overload, blindness, paralysis, memory challenges, processing fatigue, . Study skills workshop 10th March. Christina Topping BSc,PGCe, coaching certification. Neurodiversity advocate and lived experience expert.

21/02/2026

Does your teen say:

“I know what to do… I just can’t start.”?

You’re not alone.

So many capable teens feel completely stuck when it comes to revision.
It’s rarely about laziness — it’s usually overwhelm and not knowing where to begin.

We’re running a 1-hour online Study Support Session to help teens:

✔ Create a clear revision starting plan
✔ Break work into manageable steps
✔ Use a simple SMART goal structure
✔ Feel more confident getting started

📅 10th March | 6pm (Zoom)
💷 £25 per student
👥 Small group – maximum 8 students

Led by PGCE-qualified, Certified ADHD Coaches Christina Topping & Juliet Most.

If this sounds like your teen, just send me a message and I’ll share the details.

17/02/2026

“I know what to do… I just can’t start.”

If that sounds familiar, you’re not alone.

For many teenagers — especially those with ADHD or dyslexia — revision isn’t about intelligence. It’s about overwhelm.

I’ve developed and delivered online group coaching sessions for 16-year-olds preparing for their GCSEs, using structured goal-setting (SMART framework) to break revision into clear, manageable steps.

One parent shared:

“Christina made them feel at ease right from the start. She gave them practical tools for GCSE revision and made it feel far less overwhelming by breaking it down into manageable chunks… They’ve already put the strategies into practice.”

That’s the difference:
From stuck → to starting.
From overwhelmed → to organised.
From anxious → to confident.

My next 6-week Practical Study Support for ADHD & Dyslexia Students group is opening soon.

If you’d like your teenager to feel more in control before exams, send me a message and I’ll share the details.

28/01/2026

I love working with young people with ADHD 💛 supporting small friendship groups as they prepare for exams by coaching them through study techniques and strategies that actually work for their brains — exams don’t have to be this stressful. Book an appointment today.

05/01/2026

✨ ADHD Awareness in Schools ✨

A thoughtful morning with staff at The Courtyard School, focusing on ADHD awareness — what it is, what it isn’t, and why understanding matters.

We explored ADHD through the lens of regulation and co-regulation, shared practical coaching strategies to support students, and held space for reflection around common assumptions and strengths.

Always proud to champion ADHD awareness in ways that are informed, compassionate, and grounded in everyday school life — not diagnosis or treatment, but understanding and support.

Thank you to The Courtyard School staff for such openness, curiosity, and engagement 💚

24/12/2025

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