Empowering the ADHD Journey: Insights and Strategies with Katelyn Mabry

I’m beyond excited to share today’s episode with you. Today, we're having a great conversation with someone who isn’t just an expert in ADHD but has lived it, learned from it, and leveraged it to help others. I get to chat with Katelyn Mabry, a trailblazer in the ADHD coaching space, an insightful author, and a passionate advocate for the ADHD community.

In our chat, Katelyn opens up about her journey from being diagnosed with ADHD as a child to becoming one of the first ADHD coaches I ever met. She’s also a former special education teacher with a master's in reading, which uniquely positions her to address the complex challenges faced by children with ADHD, especially in learning environments. As the author of “Hi, It’s Me! I Have ADHD” and the host of the podcast "Journey with Me Through ADHD," Katelyn lives and breathes empowerment for those affected by ADHD.

Episode Highlights:
[6:43] ADHD challenges in school and friendships.
[13:45] ADHD and education, including the importance of understanding and accommodating neurodiverse students.
[19:25] Educating teachers about ADHD to better support students.
[22:52] ADHD awareness and support for children and parents.
[28:49] ADHD awareness and strategies for parents and children.

Connect with Katelyn Mabry:
•Katelyn Mabry’s Wesbite: https://www.katelynmabry.com/
•Katelyn on Instagram: https://www.instagram.com/journey_with_me_through_adhd

If you enjoyed our conversation today, please leave a rating and review! You can connect with me @coachingwithbrooke on social media. Thanks for listening!

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Transcript

Unknown: 0:00

We don't need to be fixed. We need to just figure out how our brain is wired, I look at laundry, that's a non preferred task. I don't want to do laundry, but I need to do laundry. And so I'll use music and movement to literally dance my way through the laundry, which sounds kind of crazy. But I mean, that's how I move through the obstacle of doing a non preferred task. And that's how we need to train our kids from a young age to come up against those things, rather than allowing themselves to say, Well, I just I can't do it. Or it's too hard or being encompassed by their paralysis coming up against it with a different thought pattern changing our thought life to move in the direction of Yes, I don't feel like doing it. But guess what, I can take control of this. And I can put things into place that will make my body move in a direction of progress and grow

Brooke Schnittman: 0:55

wealth into successful with ADHD. I'm Brooke Shipman. Let's get started. Hi, everybody. I have Caitlin Mabry today. I've known Kaitlyn for what, four or five years now. One of the first ADHD coaches in the biz that I met, and she also was a special education teacher and got her master's in reading. And we know that so many people with ADHD struggle with learning disabilities, especially dyslexia, and reading. She's the author of Hi, it's me, I have ADHD, and the podcast hosts of journey with me through ADHD. And it's a podcast for kids. She lives in Wisconsin with her husband and four young kids. And her passion is to speak into the hearts and minds of children and families with ADHD. So they feel connected, supported and understood. Welcome to successful with ADHD. Kaitlyn.

Unknown: 1:53

Thanks so much for having me, Brooke.

Brooke Schnittman: 1:55

Yeah, yeah. So

Unknown: 1:58

yeah. So

Brooke Schnittman: 2:00

you have a similar background to me in the sense of like, you were in the special education field first, you had, you know, you supported your people. And then you moved into the coaching space. When did you learn that you had ADHD?

Unknown: 2:13

When I was 10 years old. So it was one of my favorite stories that my parents told me is they were sitting in the living room, and I would get out of bed and run into the bathroom. And then I would run it. And then I run into No, like, Oh, bless her heart, like I just could not sit still. I was very, I was all over your.

Brooke Schnittman: 2:34

Yeah. And

Unknown: 2:35

I would get, you know, reports from school. peatlands a very sweet girls, you just can't seem to keep her mush. She talks to all her friends and glass. And I just had a hard time, you know, staying focused in school, I had a hard time just in that environment as a whole, getting my work done. You know, all those executive function things that, at the time weren't named, were a battle going on. So my parents decided to go get, I did the whole gamut of testing. And they told me, Caitlin, you have this thing called ADHD. And I was like, what does that mean? And they didn't know either in the 80s. Right, right. And they were like, oh, so they did the best they could. My teachers did the best they could with what they knew, right? And so that kind of started my journey. And it was really something that was unspoken about, oftentimes, like, they put things into place, but we didn't talk about it very often. So it did leave me with a lot of questioning and unintentional feelings of shame. And what's wrong with me? And why, you know, why am I different in this way? So I had I just had a lot of questions that were stirring. But then later on, were answered so. So that's my personal experience.

Brooke Schnittman: 3:56

It's not common that girls get diagnosed at an elementary age because generally speaking, they're more the inattentive type or the combined. So the fact that you were diagnosed at in fifth grade is surprising. And also, you know, you would think that okay, you learn to add ADHD. Great. Now let's get the accommodations and the support that you need in the school system. So you can understand your unique brain wiring and thrive so you don't have this unintentional shame and feelings of failure. So would love to know your parents didn't really talk much about it. And that was kind of how parents were back then. Because you and I are in a similar age. Like I had a I had a learning disability. I had an auditory processing disorder and like they did not want the school to give me the services. They wanted to do it all privately. So you know, I wasn't seen as different in school. So yeah, no one really talked about it. So what was is it like for you in school once you got that ADHD diagnosis? Well, it

Unknown: 5:05

was just this silent, this silent known thing. And I felt like it was something I remember wondering, do other kids have ADHD? And I remember wondering, you know, it was almost like, I felt like it was a secret between me and the teacher, you know, I felt, I felt like it was something that was hidden, right. And it wasn't something I wanted to share with others, right? Because there was no one was talking about it, nobody was talking about it, right. And I just didn't know what it all meant. Until I think it which is interesting, I love how I can look back and see what fuels my fire and my passion now, because now I have this such this intense passion for making sure kids that are in my age group have when I got diagnosed, I don't want them to be left feeling unsure, and feeling like they don't know what's going on in their mind and emotions. You know, I want to really ignite that empowerment in them to understand the way that their brilliant, beautiful brain is wired differently. And to lean into their strengths as they navigate through those struggles, which is something I always kind of came up against my struggles and strengths weren't really talked about, right. And so I always attach the struggle to the ADHD. And I think once I really was made aware of all of the incredible strengths and gifts that are also attached to my brain, I was like, Oh, my goodness, I really wish that I would have had the unconditional competence to lean into these things at a younger age to, which is what drives what I do. So

Brooke Schnittman: 6:44

yeah, so lightbulb moment. Now fast forward 30 years, right from when you were 10. People nowadays, get the diagnosis. And hopefully the intent is to learn more about their ADHD, and level the playing fields in the class. So I'm just curious, going back to the question, like, besides the secret between you and your teacher, what happened in school? Well,

Unknown: 7:16

I mean, the nice thing was, is I beat even with the lack of knowledge and understanding my teachers did do the best they could to put things into place. And so in that sense, I felt very blessed. Like, I felt like when I look back, you know, they gave me charts, they let me move, they gave me the you know, they put they did put things into place to help me succeed the best that I could in that environment. But you know, what part was really hard was navigating the social emotional part. Right. And that was never something that was addressed with it, because it wasn't something that was originally attached to it when given that diagnosis. And so that's something because people will say to me all the time, well, you've been diagnosed since you're 10. So you probably have it all figured, nope. Because Oh, yes, I was still day by day. No figuring it out today. I've had all the time I have, you know, aha moments on my own journey. So yeah, and I just remember, now looking back, I did struggle with the social piece. And I did, I would make friends quickly. But I had a hard time maintaining friendships, and I didn't know why. And I thought there's something wrong with me. And I thought, you know, there was just so much attached to that. And I number one thing I struggled with, that I didn't have a name for until I was in my early 20s was rejection sensitivity, rejection sensitive dysphoria. Oh, my goodness, my number one symptom, I had no idea it had a name. So, you know, so it's one of those things where yes, I knew I had it at 10. And, you know, I knew I had it through those years. But there were so many layers that I didn't understand, were attached to having ADHD, that I just thought there's something wrong with me. And so that's what drives me coaching. Mike, I want to make sure these kids shed the shame, and they understand there isn't anything wrong with them. It's just that their brain is wired differently. And we need to respond to it in practice exercising and training our brain so that we can thrive with the way that we're wired.

Brooke Schnittman: 9:20

Yeah. I love how you said that you had no problem making friends, right? You were very outgoing. You're still very outgoing. You put yourself in uncomfortable situations, maybe not reading social cues. And then you it was hard for you to keep them. So can we talk more about that? Because I totally recognize everything you're talking about. I would love to know in your personal journey. Why it was so hard for you to keep friends these I know that people listening can 100% relate to that? Yeah,

Unknown: 9:53

this is I mean, this is something that I still stay. I mean, friendships are hard and friendships are one Are those things that we don't attribute as something that can be hard on your ADHD journey, but it can. And it's something that, I mean, I'm super passionate about facilitating friendships for my kids and helping them navigate them at a young age, so that they don't feel it. They don't feel like they're in the same position, I am now at 40 years old, you know, but I think the reality is, is, I think there's a few pieces to it. I'm very outgoing and quick to make friends. But I think the keeping friends part is hard, because they still do struggle with, you know, remembering to call back, I struggle with being late for things I struggle with kind of being all over the board, you know, with conversations and communications. And so, like, there's still some tendencies I have, and I'm still really discovering what friendship what healthy life giving friendship looks like, in, you know, seeking after that tribe of like minded individuals who will love me and build me up for who I am and not feel like I have to conform to, you know, who other people want me to be. So I think that's been, it's a journey, I'm still on to the day. So sure,

Brooke Schnittman: 11:16

sir. So you're a 40 year olds over the kids and the parents listening for their children, it takes a while to understand your brain, neurotypical or not, right, and our brain is still developing, sometimes until the age of 30. And at that point, in your 30s, you're discovering so much about yourself, and now you're 40. And you're like, Okay, so maybe I've weeded out some of the people that aren't bringing me energy and aren't in my circle. But now how do I navigate the new friends that I have the friends that are like me, right? And if the friends are like you, where you guys forget to text each other, and you're all over the map, it's like, who reigns in who? Right?

Unknown: 12:06

Right? I know, friendships are just hard. And I, I actually I do this, or I talk about this with my own children. And the kids that I coach is just this whole idea of identifying, you know, types of friendships. So there's green light friends, yellow light friends, and red light friends, peers, really, the red lights more of a peer that we want to steer clear of, right, but then there's yellow, a lot of times, we tend, we tend to go into the yellow light zone where we're trying to, you know, people please, and we're trying to, like, you know, get that yellow light person to like us. And to a light yellow light person might be someone who's nice, but we have to kind of have our cautious caution sign with, that's why it's yellow, we have to be cautious with because sometimes they'll turn their back on us or they won't, you know, they'll say something, and it's not, doesn't make them a bad person, but it's just somebody that we have to, they might drain our energy battery, you know, and so it's somebody we have to be cautious of. And a lot of times we get so caught up even as adults in those yellow light friendships that we lose sight of our green light, friends, who are waiting in the balance. They're there, right. And so I really think it's so important at a young age to help kids identify those green light friends that they you know, and encourage them to invest in those friendships, and to you know, spend time in those friendships. And I'm not saying we can't hang out with the yellow light friends, but it's just, it's just a matter of prioritizing, right, prioritizing those green light life giving friendships. Yeah.

Brooke Schnittman: 13:45

Now, now, a hard thing about being a child with ADHD, not only identifying those green light friendships very often we know who's nice and who's not like, yeah, it might be hard to read some social cues, but like, we know, who wants to be our friends, like genuinely, right? Right. But sometimes we don't want to be their friends, right? Because we are so focused on people who don't like us and having to please those people. So how do you see, stop the shame? And I forgot the term that you used

Unknown: 14:19

shed the shame? Yep,

Brooke Schnittman: 14:20

shred the shame, and accept who your friends are. And also sometimes, and this is a whole longer conversation. But sometimes the people who like us are very much like us, and they may or may not be a good influence on us. And they might not be the friends that we want to be friends with. Right? Right. So how do we identify who are healthy friends for us?

Unknown: 14:49

Well, and I think that's where, especially for kids, that's where the parental facilitation is really helpful. Right? Because I do think it's it You're right. I mean, no divergent kids attract nourishing kids. That's just right. And it's a very common theme. But I think it's everything's a healthy balance. Right? So I'm just saying that what we need to do is we need to make sure that time with your neuro divergent friends that could and or could be in the yellow light right now, right? Just when they're developing skills as well, right? Yeah, still foster those friendships, but also encourage maybe a more dynamic green light friendship, that is refueling. So it's, I feel like there's that balance. But that's where the facilitation is so important.

Brooke Schnittman: 15:41

Yeah. So as special educators, and people who were in the school system, I'm curious on your take. And for those listening, like, we know that the least restrictive environment for a child is always the first step. And when we when we say least restrictive, we mean, the environments where it's not just throwing a ton of support at your child for unnecessary reasons. So we want to level the playing field, right. So you start with the least restrictive, which might be, you know, an accommodation, then you move into a service where it's pulled out, then you might move into a push in model, then you might move into a self contained, then you might move into a private school for special education, then you might move into a boarding school if you know, right, what are your thoughts socially, emotionally, for a child with ADHD, and I know everyone's different, but to be in a collaborative classroom with neuro typical friends, right? Or be in a self contained classroom with people who might be more similar to them.

Unknown: 16:53

I mean, honestly, and my background, I actually taught in a dual classroom. And I absolutely loved that model. So I had half of my children are divergent. And half of my children were neurotypical.

Brooke Schnittman: 17:07

But you were considered the special education teachers. Teacher, yes. Fascinating. Was this in a public school? It

Unknown: 17:15

was. So I guess my point is, is I think, I think it could, it can be very valuable if you have a blend, depending on the child's needs. Right. Like, I think that's kind of the caveat to it. I think it just depends on, you know, the child's needs and how, how educated the teacher is, as well, I think that and, you know, making sure that the teacher understands the needs of the child, you know, who is injured, because the bottom line is our school system, as is is not conducive to the neuron diversion brain, just as it is. It's a it's a fact. Right? I can, I can. It's not. And so I mean, that's, I mean, as a teacher, I feel like I can say that, because I went through school, I was a dual license major. So I mean, I have my license and regular and special education. And how much did I learn about ADHD in college? Like in my license? Zero, it was one chapter with one. One little blurb about ADHD. Which is why like, that's when I wrote my book was when that one class with one chapter on ADHD, that's how much we learned about it. Right? Yes. And with the sad thing, I mean, the thing is, and this is where the gap is, because, you know, parents are thinking, Oh, well, teachers. No, no, no, they don't. best teachers in the world. I'm not trying to bash teachers at her ex, direct, phenomenal teachers, but there's just a lack of understanding. I have had teachers reach out to me in tears. Caitlin, please tell me more. I once I feel so bad, I have been reacting to these kiddos in my classroom the wrong way, I need your help. And these are I mean, passionate, wonderful teachers who just don't have the background knowledge and don't understand the layers of etc. And because it's so internal, and because it's so mind, emotion, in full body experience for these kids. You know, a lot of times the why behind what is being seen as missed.

Brooke Schnittman: 19:25

Yes, yes. And I think that I completely agree with you. I just came we were talking about the ADHD Conference in Baltimore. I was on the state of the woman panel, and I said that, you know, there needs to be more education in the school system from people like you or me or whomever talking about ADHD. If this is one of the most common brain based disorders. Why aren't more people being educated about it? Correct. So, my stepson. I have two stepsons. They both have ADHD. And the younger one is very hyperactive. The older one is more of the inattentive type. The older one has a lot of empathy, a lot of social awareness a lot like, he's he's gifted. So he's doing he's thriving in this private school that we put him in. The younger one is not be and it this private school is not meant for special education, they don't understand special education. And we're at a point where we know he needs to go right, he needs to move to another school. And he's coming home, hysterically crying, thinking that he's stupid thinking that he is less than and it's really wearing on his self esteem when he's a gorgeous kid. He's great at soccer. You know, he's very social, but the teachers don't understand him. So I can't, I can't spread this message more than what we're talking about. It's like, it is so important school districts to educate your teachers, your administration, even the ESC coordinators, right, educate all of them, because we all need real time information on what ADHD can look like and girls, what it could look like and boys, and then what do we do about it? Right,

Unknown: 21:26

well, and with that, I think, and that's why I want to speak into the hearts and minds of mamas and dads, and, you know, any caregiver out there have kiddos with ADHD, we have this opportunity to advocate for our kids in these classroom environments. Like I think it's so important. Sometimes there's this disconnect. And there's this assumption that it's being taken care of at school, and oh, there's a special ed team to I was a special ed teacher. I didn't know anything about a Ph. D. And I had it, but I wasn't educated in it. Right. So I think it's so important that we continue to educate ourselves and to have, you know, see through that lens, that ADHD lens, and then impart that wisdom, and that understanding on teachers, like, you know, if you're going to do a referral for a 504, or an IEP, just make making sure that we are getting every accommodation put into place for our child so they can thrive in that environment. That's tricky for this to be in. Yes,

Brooke Schnittman: 22:32

I've seen it both ways. You know, I've seen teachers and guidance counselors and administration refer kids to special education at the first glimpse of a problem, right. And it might not be ADHD, it might not be a special education issue, it might just be something totally unrelated. Right? So taking too much action or too little right, waiting for years down the road when the damage is already done. So it is so imperative. And we're not knocking teachers, we're not knocking school districts, we both were part of that. And we love school districts and have so much support for teachers because it is one of the hardest jobs. But yeah, you're not taught this in school. So I appreciate you saying that. So tell me and tell our listeners about what you share in your book. So this way you can support and empower parents and children with ADHD.

Unknown: 23:30

Yeah, so my book I was telling Brooke, before we got on this is this was the copy that I actually it was a project I did for college and college. And my professor came running down the aisle. And she was like, to publish that book. And I was like, what it was, this was just a project in it over the weekend. But this is a symbol of I also have years of work in transformation in terms of my own imposter syndrome, and my own, you know, work on getting to the mindset of being enough to be an author, and you know, feeling capable. And because with but it's scary, because within my book, my husband calls it my, my personal biography, because it's about this great little girl. And she's telling her friend all about this thing called ADHD that she has and so, but the way she walks through it it in, I did it in hopes of shedding the shame, like I said, and just bringing to light some of the things you experience when you live with an ADHD brain. Like one page says, Sometimes my feelings go up and down. And that's when my head spins round and round. It's very rhythmic. And so kids can really grab a hold of I even have parents that are like, I love how this book is written because it totally makes sense. And it's like, yeah, that's how I feel. And so that's just that whole idea of making sure kids feel seen. They feel understood. They feel heard Did you know there wasn't any books out there with actual kids in it about ADHD? They're all the little kid books were with characters like, animals, which are super cute, right? But at the time that I wrote this book I hadn't I couldn't find anything with an actual child. And one of the biggest things again, going back to my own childhood, I remember thinking, do any other kids have ADHD like me? And truth be told my 11 year old who was diagnosed, so I have four kids, three are officially diagnosed. The fourth is in question. We may I may have four neurodivergent children, which is perfectly fine. Because I you get what you can take that journey right along with them exactly. But one of the first things she said when she was diagnosed, she said, Mom, who else has ADHD, kids want to know that they're not alone, they want to know that they're not the only one that is a living with, you know, this different wired brain, right. And so even when you describe it as beautiful and wonderful, and, you know, there's so many gifts and the strings attached to it, even though there's some things that are tricky. You can say all those things, but if they still feel alone in it, it still feels kind of like, so that's why I'm a podcast, I have kids come on, so that kids can hear from other kids, right? Because then there's that connection, like, oh, that's how I feel. Oh, he's Do you feel he thinks that way, too. You know, the purpose of my book and my podcasts are is just to really shed light on, you know, some of the different ways that we feel that we're not alone in how we feel some strategies and techniques to, you know, work through some of those big intense emotions going zero to 101 of the pages say that I see other kids like me, and no, I'm not alone. And so I just tried to weave all of those messages in there in a very simple way. And as a conversation starter for parents, so my book and my podcasts are really meant to ignite conversation and communication in a really positive way. For children and their parents and their trusted adults.

Brooke Schnittman: 27:06

I love that it's so important for us to be able to identify with a figure that we look like right or you know, can connect with and that's why so many people, you know, who are soccer players, let's say I'm just thinking that because I'm in a soccer family, you could see my face, I don't love soccer, but they love like, messy because they can see themselves in messy, right. So they want to be the next lane l messy. So they watch all of this stuff. And you're really the face for children with ADHD, like you're bringing this, we're into your podcast into your book, and I so appreciate that. Because literally, if you could shed the shame earlier on in life, think about all the trauma, all the shame, that will be avoided. So much earlier.

Unknown: 27:56

period and the biggest gift we can give our kids right? Yes,

Brooke Schnittman: 28:01

exactly. So where would you say that you are now as a 40 year old with ADHD, who's known she's had ADHD for 30 years, as in a family of neurodivergent family members, has taught neurodivergent people coaches neurodivergent people as podcasts book. Where are you now in your journey? Do you think the

Unknown: 28:23

bottom line is I would identify myself as a, a mama, a coach, a wife, a teacher, who is on a journey of lifelong learning, I'm never going to arrive, I'm never gonna have it all figured out. And I think that's where a lot of My strength comes from in my coaching is that I can show up as my authentic self and say, Hey, I still go zero to 102. But this is how this is how I move through it differently now. Right? Like, and that's the thing I think that's that's a big huge takeaway is that we don't need to be fixed. We need to just figure out how our brain is wired so that we can respond to it better. It's never going to be perfect. We're always going to be a work in progress.

Brooke Schnittman: 29:09

Right, and to focus on the strengths that you were mentioning, right, like just leveling the playing field, so we make it easier and fair for ice.

Unknown: 29:20

Right? Well, that's the thing is like recognizing your strengths and moving through your struggles with your strengths. So like, I know, I have an urgent craving dopamine seeking, you know, like novelty driven brain. And so I know I mean, I have trained myself now as a 40 year old I used to in my 30s I was kind of messy I didn't have my house was kind of in a disarray. Like I was just, you know, living my brain was in my space. Well now I mean through the years so in the last 10 years, especially I've really done a lot of work, and that's why the practice piece is so huge. I have practiced the tools and strategies that work by As from my brain starting with my thought life, and I've moved myself into a place of recognizing when I need momentum, I look at laundry, that's a non preferred task, I don't want to do laundry, but I need to do laundry so that I

Brooke Schnittman: 30:12

know anyone who wants to do this, I know the full cycle of laundry, come on,

Unknown: 30:17

not one person. And that's just I knew that was a relatable topic for you, right? But I'll look at it, I'll come up against this task. And instead of saying, I'm not going to do that, right, which is what my brain wants to do, it's almost like you have to you, you have to trick your brain X, you have to trick your brain, I'll put in my earbuds because music is my momentum maker, I'll stay on my feet, because I love me movement. And so I'll use music and movement to literally dance my way through the tree, which sounds kind of crazy. But I mean, that's how I moved through that the obstacle of doing a non preferred task. And that's how we need to train our kids from a young age to come up against those things, rather than allowing themselves to say, Well, I just I can't do it. Or it's too hard or being encompassed by their paralysis, coming up against it with a different thought pattern, right? Changing our thought life to move in the direction of Yes, I don't feel like doing it. But guess what, I can take control of this. And I can put things into place that will make my body move in a direction of progress and growth.

Brooke Schnittman: 31:31

What would you say to the students listening here, or the parents or the students are sitting here, who are in the beginning of their ADHD journey, one piece of advice that you can share to guide them,

Unknown: 31:44

I think the biggest thing is take it one day at a time one step at a time. For parents, I would say recognize whether you are reacting to the behavior versus responding to the why starting at home, we need to look at the behavior as every behavior is either an unmet need or lagging skill. And so recognizing it, it is still such yourself so that you can then advocate for that in the school. And you'll be amazed at how kids will respond so much differently. In terms of kiddos, I think the biggest thing is to recognize the things you can control and can't control and lean into what you can control and the rest your unconditional confidence in the effort you put in, in the mindset you take on. I like to call it thought life because you can control your thought life. It's like a like, what are you allowing to live inside your head? What do you need to kick out of the door? And what do you need to invite in? Right?

Brooke Schnittman: 32:45

Or what do you need to just accept as is right? And then move on? Yeah, well,

Unknown: 32:50

and I mean, we could go on and on all day about, you know, recognizing, when you know those different internal executive function skills are tricky, like mental transitions, flexible thinking, like some of those things that can can really tie us up that rejection sensitivity where it's showing up. So just to start being in tune, because the first steps of growth is awareness. And so I would say just starting with the step of becoming more aware of the things that are showing up as tricky. In you know, your home and school environments, so that you can take those things on one step at a time. As you celebrate your strengths, strengths and gifts.

Brooke Schnittman: 33:30

Love it, love it. Every time I ask someone with ADHD, what's the one thing? There's like? 10 things? I know that? I know. It's a bad question. It's a bad question. I think I need to work on that one. Anyway, if someone wants to find you, Caitlin, where is the best place for them to look for you.

Unknown: 33:52

So they can go to my website, www dot Caitlin mabry.com. And that's kind of my hub so they can get to my podcast from there they can get. I'm primarily on Instagram for social media. So they can follow me on Instagram, they can get to my book, they can order my book from there, they can contact me from there, too. So I'm always looking for guests on my podcast. I'm super excited to have Brooke on my podcast soon. But if there's ever any willing children, I always love to have kids voices speaking. You know the truth about their ADHD journey on my podcast because it just really that's really cool. Some have

Brooke Schnittman: 34:32

you had your kids on your podcast, your children, they love it. So they're

Unknown: 34:36

so funny. Can I be there like we're famous?

Brooke Schnittman: 34:42

It's huge. Yes, you are, honey. All right. Well, Caitlin, it's always a pleasure to see your face. I look forward to talking tomorrow on your podcast and thank you for shedding light and spreading awareness for parents for children. For adults with ADHD. It's so important.

Unknown: 35:01

Thank you so much for having me.

Brooke Schnittman: 35:04

Thanks for listening to this episode of successful with ADHD. I hope it helps you on your journey. And if you need any additional support for you or a loved one with ADHD, feel free to reach out to us at coaching with brooke.com and all social media platforms at coaching with Brooke and remember, it's Brooke with Annie. Thanks again for listening. See you next time.