Casey Anley, educational psychologist and executive function coach (M.Ed. Psych cum laude, Stellenbosch University), specialising in ADHD and neurodivergent support, training and mentoring coaches to help adults improve executive functioning in work and daily life.
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Neurodiversity encompasses a spectrum of neurological variations, including ADHD, autism, and dyslexia. Despite its growing recognition, the concept is often misunderstood and oversimplified in public discussions.
Educational psychologist Casey Anley, who specialises in adult ADHD, highlights the critical gaps between awareness and understanding, advocating for a more nuanced conversation about these issues.
Anley points out that public discussions about neurodivergence, particularly during events like Neurodiversity Week (March 16–22), often focus on raising awareness. However, they frequently overlook the practical, contextual understanding of what neurodiversity entails in daily life.
“When neurodiversity is discussed in the media, it often highlights how ‘different brains are amazing’ without addressing the real implications of neurodiversity,” she explains.
This gap is evident in educational and workplace systems, where support and training can be inconsistent.
“Provision for teacher training and resources related to neurodivergence varies significantly and is often insufficient to meet the needs of learners,” Anley notes. Access to assessment and support is uneven; while some individuals receive timely help, others face lengthy delays.
“Assessments should not be viewed in isolation from support; they are intrinsically linked to enable early intervention and mitigate long-term challenges,” she says. Without adequate systems in place, many learners and adults find themselves without structured support.
One of the most misunderstood aspects of ADHD is executive functioning, which affects how individuals initiate and complete tasks.
“Executive dysfunction often manifests as difficulty in consistently starting tasks,” Anley says.
“It’s not merely about planning or organising; it’s the gap between knowing what needs to be done and actually being able to start and follow through.”
This gap impacts essential skills such as memory, focus, flexibility, and self-control.
Many individuals with ADHD are acutely aware of what needs to be accomplished but still struggle to execute those tasks.
“Many adults with ADHD expend a significant amount of mental energy just to manage daily life,” Anley remarks. “When things go awry, it is often misinterpreted as laziness or lack of ability, leading to feelings of shame and self-doubt over time.”
She explains that many individuals develop coping strategies that are unsustainable.
"Some don’t ask for help because they are unsure how, or they feel compelled to please everyone. Others work much harder than necessary just to keep up, which can result in burnout, anxiety, and depression."
Anley also addresses the practice of stimming, where individuals repeat movements or sounds to self-regulate.
“It is not disruptive; it helps people manage stress, focus, and sensory overload,” she clarifies.
ADHD is frequently overlooked in women, who are often misdiagnosed with anxiety or depression. Many women learn to mask their symptoms, over-preparing or overworking to cope until their mechanisms collapse in adulthood.
ADHD often becomes more apparent during adulthood or in environments with higher cognitive demands, such as tertiary education and the workplace.
Reflecting on her own diagnosis, Anley described it as unexpected, despite her strong academic performance.
“My ADHD diagnosis was surprising,” she said. “I had always excelled academically, so I assumed ADHD could not apply to me.” Symptoms were largely internal and, therefore, easy to miss.
“They were subtle and often attributed to anxiety or mood-related challenges.”
Disparities in access to assessment remain a significant barrier to early intervention.
“Children from affluent backgrounds receive private assessments quickly, while those in less resourced areas face long waitlists,” Anley explains.
While accommodations like extra time in exams can assist, outcomes depend heavily on individual needs and context.
“ADHD is not experienced equally; access to assessment and support varies widely,” she emphasises.
Early engagement with educators and support services can still improve outcomes, even without a formal diagnosis.
Media coverage plays a crucial role in shaping public understanding of neurodiversity, but it risks oversimplification, Anley cautions.
There is a responsibility to move beyond simplified or purely inspirational narratives and illustrate the real, everyday impact of neurodivergence, alongside what meaningful support looks like.
Many individuals with ADHD consume information differently, often preferring short-form or video-based content over long-form reading.
"Most people with ADHD engage with videos and threads rather than traditional reading," she notes, "and more candid public storytelling is needed to reflect lived experiences."
Educator and content creator Jessica McCabe, founder of How to ADHD, serves as an example of accessible, experience-based education.
“This kind of realism is crucial,” Anley adds, especially alongside tips-and-tricks content that can leave people feeling discouraged when strategies do not yield immediate results.
For Anley, the starting point in managing ADHD is not productivity but awareness and support.
“My guidance would be to begin with self-awareness,” she advises.
“Read about how ADHD manifests in different individuals; how it influences your sleep, energy, ability to establish and maintain healthy routines; your interactions with others; what drains you, and what energises you.”
From there, the focus shifts to sustainability. “Build systems that leverage your strengths and protect your energy, rather than trying to conform to someone else’s expectations,” she explains.
Anley also challenges common perceptions of resilience.
“Resilience is not about pushing harder; it is about understanding your individual needs, setting realistic boundaries, and creating sustainable ways of working and living that honour your brain.”
Developing self-compassion is key, Anley says, for “the more compassion you build for yourself, the more you begin to think about how to support yourself, rather than resenting yourself for having ADHD”.
Anley runs structured group programmes designed to address common ADHD challenges.
For adults navigating ADHD, whether in the workplace or daily life, access to support can be transformative. Anley will launch an eight-week online coaching programme for working professionals in mid-May 2026.
The programme aims to help participants better understand how their brains work, develop practical strategies to work with, rather than against, ADHD, and build self-compassion.
Casey can be reached through her website, via email at casey@caseyanley.com, or on LinkedIn, offering support through individual guidance, group environments, accountability, shared learning, and practical tools to simplify daily life.
You can also secure a spot in the upcoming programme through her booking page.
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