How guiding helps me as a volunteer with ADHD
During ADHD Awareness Month, volunteer Rachael shares her guiding experience with us
October is ADHD Awareness Month, a time to increase understanding and awareness of ADHD (attention deficit hyperactivity disorder).
To mark the month, we spoke to 21-year-old volunteer Rachael, who was diagnosed with ADHD 6 years ago. She spent years struggling to fit in at school, but has always felt accepted within Girlguiding.
ADHD (attention deficit hyperactivity disorder) is a condition that affects a person’s concentration and activity levels. It’s thought to affect around 3 million people in the UK.
‘Despite some difficult years at school and challenges with friendships, I always felt completely accepted as a member of Girlguiding and able to be myself there,’ says Rachael. 'Everyone, whether they’re a young member or an adult volunteer, is given the same friendly welcome, week in and week out, without judgement. Now I am a leader, I love that I can provide this same acceptance for others.
Our brains work differently, but while there are challenges, it is important to remember that many people with ADHD also possess amazing abilities in areas such as attention to detail, radiating enthusiasm, and inspiring confidence in others.’
Rachael has put these qualities to full effect in her role co-leading a Rainbows unit.
‘If people talk more openly about ADHD, it will reduce the stigma and the misunderstandings that surround it,’ says Rachael.
‘When I was diagnosed with ADHD at the age of 15, I wasn’t devastated, I was actually relieved. A year later, I was also diagnosed with autism spectrum disorder (ASD), which helped me to understand myself even more.
I had trouble focusing, was sometimes impulsive at school, and I struggled to make friends. I could never understand why everything was so difficult for me. Getting my diagnoses helped me to stop beating myself up so much.’
By sharing my story, I hope that I can inspire more people with ADHD to get involved with Girlguiding. It’s a safe space for girls to get together, be creative, explore, and have fun.’ - Rachael
Rachael, who is training to be a teacher, also says that she hopes she can be a role model to any neurodiverse children in her Rainbows unit.
‘If I am more open about having ADHD, I think it can potentially help children in similar situations to feel more seen,’ she said. ‘They can realise that it’s not a diagnosis to be scared of, but something that can be successfully managed.
My personal experience also allows me to adapt activities for any neurodiverse girls in our unit.’
Rachael first started volunteering as a Girlguiding leader 5 years ago, after being a Guide and a Ranger.
‘Girlguiding has given me the confidence to speak up when I need time out if I’m feeling overstimulated,’ she said. ‘The other volunteers understand and are always happy to give me some space.’
Thank you Rachael for being part of our guiding community and for sharing your experiences with us!
Resources about neurodiversity and guiding
- Celebrating neurodiverse Girlguiding members - many of the challenges neurodivergent people face are to do with the environment around them. By adapting our environments and systems, we can make them more inclusive for everyone.
- Including everyone in guiding – how we can all make sure that every member feels supported, included and involved in guiding, including neurodiverse members.
- Adjustments for disabled members - removing the barriers experienced by disabled people to make sure everyone is fully included and has independence, choice and control.
- Supporting autistic members - guidance on including autistic girls, young women and volunteers in guiding, created with the National Autistic Society.