Level 5 Diploma in ADHD Therapeutic Coaching Practice
Choose your Specialism:
The Level 5 Diploma in ADHD Therapeutic Coaching Practice is designed for parents, practitioners, and anyone with lived experiences who want to support individuals with ADHD through a safe, ethical and neurodiversity-affirming coaching approach. Individuals exploring their own diagnosis may also find this programme useful to support their own understanding of self and belonging. This qualification explores ADHD across the lifespan and develops your skills in therapeutic communication, emotional regulation support, executive functioning, sensory awareness, identity, wellbeing and relational practice. You will build a strong understanding of ADHD in context rather than relying on simplistic or deficit-based ideas.
As part of the diploma, you will also choose a specialist pathway in working with children, working with adults, or working with women and girls. This allows you to deepen your knowledge in the area most relevant to your practice or future business. The programme is ideal for coaches, parent coaches, therapeutic practitioners, educators and those with relevant lived experience who want to develop credible, compassionate and practice-ready ADHD coaching skills.
- ADHD Therapeutic Coaching with Children
- ADHD Therapeutic Coaching with Adults
- ADHD Therapeutic Coaching with Women and Girls
The Level 5 Diploma in ADHD Therapeutic Coaching Practice is designed for parents, practitioners, and anyone with lived experiences who want to support individuals with ADHD through a safe, ethical and neurodiversity-affirming coaching approach. Individuals exploring their own diagnosis may also find this programme useful to support their own understanding of self and belonging. This qualification explores ADHD across the lifespan and develops your skills in therapeutic communication, emotional regulation support, executive functioning, sensory awareness, identity, wellbeing and relational practice. You will build a strong understanding of ADHD in context rather than relying on simplistic or deficit-based ideas.
As part of the diploma, you will also choose a specialist pathway in working with children, working with adults, or working with women and girls. This allows you to deepen your knowledge in the area most relevant to your practice or future business. The programme is ideal for coaches, parent coaches, therapeutic practitioners, educators and those with relevant lived experience who want to develop credible, compassionate and practice-ready ADHD coaching skills.
This diploma recognises that ADHD support must go beyond behaviour charts, generic productivity tips or deficit-based assumptions. It prepares practitioners to offer coaching that is relational, practical, affirming and ethically grounded, with a deep appreciation of how ADHD affects real lives, real families and real identities.
Key Facts
Key Facts
The Level 5 Diploma in ADHD Therapeutic Coaching is a practitioner-focused qualification designed for those who wish to work ethically, safely and effectively with individuals affected by ADHD across a range of life stages and contexts. The diploma develops learners’ understanding of ADHD from a neurodiversity-affirming, trauma-informed and strengths-based perspective, while also equipping them with therapeutic coaching strategies that support regulation, identity, executive functioning, communication, relationships, wellbeing and everyday participation.
This qualification is intended for learners who want to move beyond deficit-based models and develop a high-quality, applied approach to ADHD therapeutic coaching. It recognises that ADHD is not simply about attention or behaviour, but can affect emotional regulation, sensory processing, self-image, routines, confidence, learning, work, parenting, relationships and overall wellbeing. The course, therefore, supports learners in understanding ADHD in context, while building practical coaching skills that can be used safely within an ethical scope of practice.
The diploma combines theory and applied practice. Learners explore ADHD across the lifespan, the impact of co-occurring needs and lived experience, therapeutic communication, coaching relationships, environmental adaptation, and practical tools for supporting individuals and families. The specialist pathway options then allow learners to deepen their knowledge in a specific area of practice.
The aims of this qualification are to enable learners to:
Upon completion of the programme, you will receive a qualification certificate from the Skills and Education Group's Quality Licence Scheme, one of the UK's largest Ofqual regulated awarding organisations, and the opportunity to become a member of the professional coaching and psychotherapy body, the ACCPH. Additionally, you will receive automatic entry to the Association of Child and Family Coaches (ACFC), fully meeting their ethical framework. With the qualification and membership, you will be entitled to apply for professional insurance with Westminster Indemnity, allowing you to work as a Therapeutic Coach or Practitioner with your own Therapy or Coaching Practice Setting.
The Level 5 Diploma in ADHD Therapeutic Coaching is a practitioner-focused qualification designed for those who wish to work ethically, safely and effectively with individuals affected by ADHD across a range of life stages and contexts. The diploma develops learners’ understanding of ADHD from a neurodiversity-affirming, trauma-informed and strengths-based perspective, while also equipping them with therapeutic coaching strategies that support regulation, identity, executive functioning, communication, relationships, wellbeing and everyday participation.
This qualification is intended for learners who want to move beyond deficit-based models and develop a high-quality, applied approach to ADHD therapeutic coaching. It recognises that ADHD is not simply about attention or behaviour, but can affect emotional regulation, sensory processing, self-image, routines, confidence, learning, work, parenting, relationships and overall wellbeing. The course, therefore, supports learners in understanding ADHD in context, while building practical coaching skills that can be used safely within an ethical scope of practice.
The diploma combines theory and applied practice. Learners explore ADHD across the lifespan, the impact of co-occurring needs and lived experience, therapeutic communication, coaching relationships, environmental adaptation, and practical tools for supporting individuals and families. The specialist pathway options then allow learners to deepen their knowledge in a specific area of practice.
The aims of this qualification are to enable learners to:
- develop a critical understanding of ADHD as a neurodevelopmental difference across the lifespan
- understand the emotional, social, sensory and executive functioning experiences commonly associated with ADHD
- apply neurodiversity-affirming, trauma-informed and person-centred principles to therapeutic coaching practice
- develop ethical, relational and evidence-informed approaches to supporting clients with ADHD
- use practical coaching strategies to support regulation, planning, confidence, wellbeing and daily functioning
- understand the impact of ADHD within family systems, education, employment, identity and wider life participation
- specialise in therapeutic coaching for one of the following groups: children, adults, or women and girls
Upon completion of the programme, you will receive a qualification certificate from the Skills and Education Group's Quality Licence Scheme, one of the UK's largest Ofqual regulated awarding organisations, and the opportunity to become a member of the professional coaching and psychotherapy body, the ACCPH. Additionally, you will receive automatic entry to the Association of Child and Family Coaches (ACFC), fully meeting their ethical framework. With the qualification and membership, you will be entitled to apply for professional insurance with Westminster Indemnity, allowing you to work as a Therapeutic Coach or Practitioner with your own Therapy or Coaching Practice Setting.
Syllabus
Syllabus
Unit 1: Understanding ADHD Across the Lifespan
This unit introduces learners to ADHD as a neurodevelopmental difference and explores how it may present differently across childhood, adolescence and adulthood. Learners examine current understandings of ADHD, including attention regulation, impulsivity, hyperactivity, internal restlessness, emotional intensity, sensory experiences and executive functioning differences. The unit also considers how stigma, misunderstanding and narrow stereotypes can affect identification and support.
Learners explore the wide variation in presentation and the importance of recognising strengths alongside challenges. The unit encourages learners to move away from simplistic or pathologising views and towards a nuanced understanding of ADHD in real life. Attention is also given to how environmental demands, systems and expectations can either support or disable individuals with ADHD.
Unit 2: Neurodiversity-Affirming and Trauma-Informed ADHD Therapeutic Coaching Practice
This unit establishes the philosophical and professional foundations of the qualification. Learners examine neurodiversity-affirming practice, trauma-informed approaches and therapeutic coaching principles, and consider how these overlap in work with ADHD clients. The focus is on building safe, respectful, collaborative and empowering practice rather than trying to “fix” the person.
The unit also helps learners consider language, power, expectations, shame, masking and the risks of coercive or behaviourist approaches when applied without sensitivity. Learners develop an understanding of how coaching can support self-awareness, agency and functioning while remaining firmly within scope.
Unit 3: Emotional Regulation, Sensory Needs and Executive Functioning in ADHD
This unit focuses on three core areas that frequently affect daily life for ADHD clients: regulation, sensory experience and executive functioning. Learners explore how difficulties with time, planning, transitions, task initiation, emotional overload, sensory overwhelm and motivation may present. They also consider the invisible nature of many ADHD struggles and the way repeated misunderstandings can compound distress.
The unit develops practical understanding of how coaches can support clients through adaptation, co-regulation, environmental planning, compassionate structure and strategy building. Learners are encouraged to think beyond productivity and consider quality of life, capacity, energy and sustainable functioning.
Unit 4: Communication, Relationships and Coaching Alliance in ADHD Therapeutic Practice
This unit develops learners’ understanding of communication patterns, relational experiences and the importance of building a strong coaching alliance. ADHD can affect listening, timing, memory, turn-taking, impulse control, emotional expression and conflict patterns, and these may shape family relationships, friendships, educational engagement, workplace experiences and the coaching process itself.
Learners examine therapeutic communication, validation, pacing, reflective listening and coaching conversations that reduce shame and support clarity. They also learn how to create a relational approach that accommodates difference rather than viewing it as resistance or failure.
Unit 5: Supporting Identity, Self-Esteem and Wellbeing in ADHD Therapeutic Coaching
This unit addresses the psychological and emotional impact of living with ADHD in a world that often misunderstands it. Learners consider themes such as identity, self-worth, internalised shame, masking, rejection sensitivity, burnout, perfectionism and repeated experiences of being misunderstood or judged. The unit encourages learners to see confidence and wellbeing not as extras, but as central to effective ADHD support.
Learners also explore how coaching can help clients reframe their stories, understand their needs, recognise strengths and create more self-compassionate ways of functioning. The emphasis is on supporting whole-person wellbeing.
Unit 6: Ethics, Safeguarding and Scope of Practice in ADHD Therapeutic Coaching
This unit ensures learners are prepared to work safely and professionally. It explores ethical decision-making, confidentiality, safeguarding, consent, record keeping, boundaries, referrals and multi-agency awareness. Learners consider the complexities that can arise when working with vulnerable clients, families, schools, employers or other professionals.
The unit reinforces the importance of scope of practice. Learners must understand what therapeutic coaching can and cannot offer, how to avoid inappropriate claims, and when it is necessary to signpost or refer clients to other services.
Unit 7: Applied ADHD Therapeutic Coaching Skills and Reflective Practice
This is the practice-focused unit where learners draw together their knowledge and apply it to coaching scenarios, planning, tools and reflective development. Learners explore session structure, goal development, review processes, adaptations for ADHD-friendly coaching and reflective evaluation of their own practice. The unit ensures learners can translate theory into compassionate and practical support.
This unit may include case studies, simulated practice, observed skills, reflective journals and session planning tasks. The provider may choose assessment methods that allow learners to demonstrate both competence and insight.
OPTIONAL PATHWAY UNITS
Unit 8A: ADHD Therapeutic Coaching with Children
This specialist unit explores ADHD therapeutic coaching in relation to children’s development, communication, behaviour, play, learning and family context. Learners consider how ADHD may present in childhood and how support needs may be shaped by school expectations, regulation demands, sensory needs, transitions, parental understanding and co-occurring differences.
The unit places strong emphasis on child-centred, developmentally appropriate and relational approaches. Learners explore how play, co-regulation, visual supports, family collaboration and environmental adaptation can strengthen outcomes. They also consider how to work ethically with parents, carers and other professionals while keeping the child’s needs central.
Unit 8B: ADHD Therapeutic Coaching with Adults
This specialist unit focuses on ADHD in adulthood, including work, parenting, routines, self-management, relationships, identity and burnout. Learners consider how many adults may have grown up misunderstood, unsupported or undiagnosed, and how this can affect self-trust, confidence and functioning. Adult clients may present with practical goals, but deeper themes often include shame, overwhelm, grief and identity reconstruction.
Learners explore coaching approaches that support autonomy, practical functioning and emotional wellbeing without becoming overly rigid or compliance-driven. The unit supports practitioners to work respectfully with adult clients navigating complex real-world demands.
Unit 8C: ADHD Therapeutic Coaching with Women and Girls
This specialist unit focuses on the often-missed, misunderstood or masked presentation of ADHD in women and girls. Learners examine issues such as internalised symptoms, social masking, perfectionism, emotional distress, identity confusion, menstrual and hormonal influences, burnout, friendship dynamics and the frequent under-recognition of ADHD in female populations.
The unit supports learners to develop affirming and informed approaches that account for gendered expectations, socialisation and the long-term impact of being overlooked or mislabelled. Learners are encouraged to think critically about bias in identification and support, while building coaching strategies that validate lived experience and promote self-understanding.
Unit 1: Understanding ADHD Across the Lifespan
This unit introduces learners to ADHD as a neurodevelopmental difference and explores how it may present differently across childhood, adolescence and adulthood. Learners examine current understandings of ADHD, including attention regulation, impulsivity, hyperactivity, internal restlessness, emotional intensity, sensory experiences and executive functioning differences. The unit also considers how stigma, misunderstanding and narrow stereotypes can affect identification and support.
Learners explore the wide variation in presentation and the importance of recognising strengths alongside challenges. The unit encourages learners to move away from simplistic or pathologising views and towards a nuanced understanding of ADHD in real life. Attention is also given to how environmental demands, systems and expectations can either support or disable individuals with ADHD.
Unit 2: Neurodiversity-Affirming and Trauma-Informed ADHD Therapeutic Coaching Practice
This unit establishes the philosophical and professional foundations of the qualification. Learners examine neurodiversity-affirming practice, trauma-informed approaches and therapeutic coaching principles, and consider how these overlap in work with ADHD clients. The focus is on building safe, respectful, collaborative and empowering practice rather than trying to “fix” the person.
The unit also helps learners consider language, power, expectations, shame, masking and the risks of coercive or behaviourist approaches when applied without sensitivity. Learners develop an understanding of how coaching can support self-awareness, agency and functioning while remaining firmly within scope.
Unit 3: Emotional Regulation, Sensory Needs and Executive Functioning in ADHD
This unit focuses on three core areas that frequently affect daily life for ADHD clients: regulation, sensory experience and executive functioning. Learners explore how difficulties with time, planning, transitions, task initiation, emotional overload, sensory overwhelm and motivation may present. They also consider the invisible nature of many ADHD struggles and the way repeated misunderstandings can compound distress.
The unit develops practical understanding of how coaches can support clients through adaptation, co-regulation, environmental planning, compassionate structure and strategy building. Learners are encouraged to think beyond productivity and consider quality of life, capacity, energy and sustainable functioning.
Unit 4: Communication, Relationships and Coaching Alliance in ADHD Therapeutic Practice
This unit develops learners’ understanding of communication patterns, relational experiences and the importance of building a strong coaching alliance. ADHD can affect listening, timing, memory, turn-taking, impulse control, emotional expression and conflict patterns, and these may shape family relationships, friendships, educational engagement, workplace experiences and the coaching process itself.
Learners examine therapeutic communication, validation, pacing, reflective listening and coaching conversations that reduce shame and support clarity. They also learn how to create a relational approach that accommodates difference rather than viewing it as resistance or failure.
Unit 5: Supporting Identity, Self-Esteem and Wellbeing in ADHD Therapeutic Coaching
This unit addresses the psychological and emotional impact of living with ADHD in a world that often misunderstands it. Learners consider themes such as identity, self-worth, internalised shame, masking, rejection sensitivity, burnout, perfectionism and repeated experiences of being misunderstood or judged. The unit encourages learners to see confidence and wellbeing not as extras, but as central to effective ADHD support.
Learners also explore how coaching can help clients reframe their stories, understand their needs, recognise strengths and create more self-compassionate ways of functioning. The emphasis is on supporting whole-person wellbeing.
Unit 6: Ethics, Safeguarding and Scope of Practice in ADHD Therapeutic Coaching
This unit ensures learners are prepared to work safely and professionally. It explores ethical decision-making, confidentiality, safeguarding, consent, record keeping, boundaries, referrals and multi-agency awareness. Learners consider the complexities that can arise when working with vulnerable clients, families, schools, employers or other professionals.
The unit reinforces the importance of scope of practice. Learners must understand what therapeutic coaching can and cannot offer, how to avoid inappropriate claims, and when it is necessary to signpost or refer clients to other services.
Unit 7: Applied ADHD Therapeutic Coaching Skills and Reflective Practice
This is the practice-focused unit where learners draw together their knowledge and apply it to coaching scenarios, planning, tools and reflective development. Learners explore session structure, goal development, review processes, adaptations for ADHD-friendly coaching and reflective evaluation of their own practice. The unit ensures learners can translate theory into compassionate and practical support.
This unit may include case studies, simulated practice, observed skills, reflective journals and session planning tasks. The provider may choose assessment methods that allow learners to demonstrate both competence and insight.
OPTIONAL PATHWAY UNITS
Unit 8A: ADHD Therapeutic Coaching with Children
This specialist unit explores ADHD therapeutic coaching in relation to children’s development, communication, behaviour, play, learning and family context. Learners consider how ADHD may present in childhood and how support needs may be shaped by school expectations, regulation demands, sensory needs, transitions, parental understanding and co-occurring differences.
The unit places strong emphasis on child-centred, developmentally appropriate and relational approaches. Learners explore how play, co-regulation, visual supports, family collaboration and environmental adaptation can strengthen outcomes. They also consider how to work ethically with parents, carers and other professionals while keeping the child’s needs central.
Unit 8B: ADHD Therapeutic Coaching with Adults
This specialist unit focuses on ADHD in adulthood, including work, parenting, routines, self-management, relationships, identity and burnout. Learners consider how many adults may have grown up misunderstood, unsupported or undiagnosed, and how this can affect self-trust, confidence and functioning. Adult clients may present with practical goals, but deeper themes often include shame, overwhelm, grief and identity reconstruction.
Learners explore coaching approaches that support autonomy, practical functioning and emotional wellbeing without becoming overly rigid or compliance-driven. The unit supports practitioners to work respectfully with adult clients navigating complex real-world demands.
Unit 8C: ADHD Therapeutic Coaching with Women and Girls
This specialist unit focuses on the often-missed, misunderstood or masked presentation of ADHD in women and girls. Learners examine issues such as internalised symptoms, social masking, perfectionism, emotional distress, identity confusion, menstrual and hormonal influences, burnout, friendship dynamics and the frequent under-recognition of ADHD in female populations.
The unit supports learners to develop affirming and informed approaches that account for gendered expectations, socialisation and the long-term impact of being overlooked or mislabelled. Learners are encouraged to think critically about bias in identification and support, while building coaching strategies that validate lived experience and promote self-understanding.
Practical Assessments
Practical Assessment
You will complete a practical assessment with other students as a part of this programme. This will be conducted live, and online. There will be a range of dates to select from and this will allow you to demonstrate your own practice, receive feedback, and reflect.
Upon successful completion of your portfolio of evidence and your practical assessment, you will be awarded your certificate and accreditation with the ability to set up in practice.
You will complete a practical assessment with other students as a part of this programme. This will be conducted live, and online. There will be a range of dates to select from and this will allow you to demonstrate your own practice, receive feedback, and reflect.
Upon successful completion of your portfolio of evidence and your practical assessment, you will be awarded your certificate and accreditation with the ability to set up in practice.
Frequently Asked Questions
F.A.Qs
Can I run a coaching practice with this course?
Upon completion of this course, which is certified by the Ofqual-regulated awarding organisation, Skills and Education Group via their Quality Licence certification scheme, you will be able to apply for professional membership with the ACCPH. The ACCPH is a professional body for coaches, counsellors, and psychotherapists. With their membership, you will be able to apply for insurance to practice. You are also able to list your services on their site. Please bear in mind, that to practice, you will need to take additional considerations for working with children, young people, and vulnerable adults, including undertaking an enhanced DBS certificate. You are also automatically invited to register with the Association of Child and Family Coaches, an international ethical body that is designed purposefully for Therapeutic Coaches working with parents, families, and children.
Is the course online?
The course is a blend of synchronous and asynchronous in its learning but is entirely online. You will complete a mixture of live online sessions over the Zoom platform, engaging in the practical skills to prepare you for your therapeutic role. In addition, you will study the knowledge-based elements via our online, interactive platform. You will be able to access as many 121 Zoom sessions with your tutor as you need.
What happens if I don't complete on time?
Firstly, we understand that life happens. At the start of your course, you set your own target dates. If you get into any issues with timings, please reach out. The course is not an easy course, it is a level 5 qualification. However, we are here to help. You can also book 121 sessions with your tutor if you need additional support. If you need longer, let us know. Something to consider: you must submit a unit inside a 12 month period to remain active, or you will need to re-enrol. You must complete your course in full in a 3-year period or you will be de-registered from the awarding organisation.
Do I receive a certificate?
You will receive your ensorsed level 5 QLS certificate from the Skills and Education Group, the Ofqual Regulated awarding body, and an accredited certificate from the ACCPH. SEG QLS certificates take around 4 weeks after completion to arrive. Please note, we send certificates once all payments are settled if you have chosen to pay by installments.
What if I have not studied at level 5 before?
Level 5 is equivalent in its level of study to the second year of an undergraduate degree or a foundation degree. We know this can be daunting if you have not studied at this level before or if you have not studied for a while. Don't worry, our tutors are here to support you. In addition, you may consider taking one of ourlevel 3 programmes in the first instance: CACHE Accredited Level 3 in Therapeutic Play Techniques or the Level 3 in Coaching and Therapeutic Practice with Children and Families.
What if I have more questions?
Please click on "Talk to Us!" at the top of this page and we will reach out to you!
Can I run a coaching practice with this course?
Upon completion of this course, which is certified by the Ofqual-regulated awarding organisation, Skills and Education Group via their Quality Licence certification scheme, you will be able to apply for professional membership with the ACCPH. The ACCPH is a professional body for coaches, counsellors, and psychotherapists. With their membership, you will be able to apply for insurance to practice. You are also able to list your services on their site. Please bear in mind, that to practice, you will need to take additional considerations for working with children, young people, and vulnerable adults, including undertaking an enhanced DBS certificate. You are also automatically invited to register with the Association of Child and Family Coaches, an international ethical body that is designed purposefully for Therapeutic Coaches working with parents, families, and children.
Is the course online?
The course is a blend of synchronous and asynchronous in its learning but is entirely online. You will complete a mixture of live online sessions over the Zoom platform, engaging in the practical skills to prepare you for your therapeutic role. In addition, you will study the knowledge-based elements via our online, interactive platform. You will be able to access as many 121 Zoom sessions with your tutor as you need.
What happens if I don't complete on time?
Firstly, we understand that life happens. At the start of your course, you set your own target dates. If you get into any issues with timings, please reach out. The course is not an easy course, it is a level 5 qualification. However, we are here to help. You can also book 121 sessions with your tutor if you need additional support. If you need longer, let us know. Something to consider: you must submit a unit inside a 12 month period to remain active, or you will need to re-enrol. You must complete your course in full in a 3-year period or you will be de-registered from the awarding organisation.
Do I receive a certificate?
You will receive your ensorsed level 5 QLS certificate from the Skills and Education Group, the Ofqual Regulated awarding body, and an accredited certificate from the ACCPH. SEG QLS certificates take around 4 weeks after completion to arrive. Please note, we send certificates once all payments are settled if you have chosen to pay by installments.
What if I have not studied at level 5 before?
Level 5 is equivalent in its level of study to the second year of an undergraduate degree or a foundation degree. We know this can be daunting if you have not studied at this level before or if you have not studied for a while. Don't worry, our tutors are here to support you. In addition, you may consider taking one of ourlevel 3 programmes in the first instance: CACHE Accredited Level 3 in Therapeutic Play Techniques or the Level 3 in Coaching and Therapeutic Practice with Children and Families.
What if I have more questions?
Please click on "Talk to Us!" at the top of this page and we will reach out to you!
