Recorded as a podcast for International Women’s Day, this panel brings together Nicci Richman, Dr Kim Gordon, and Dr Annalisa Contos, to share experiences of late diagnosis (ADHD, autism, dyslexia/dysgraphia) and how it reshaped identity, self-compassion, and career trajectories. The discussion links perimenopause/menopause to reduced capacity to mask, emotional peaks and troughs, and grief over missed support and opportunities. Panelists describe the invisible load of masking, executive-function demands, parenting neurodivergent children, burnout, and workplace penalties for non-linear careers, “cultural fit,” and intersectional bias. They outline practical workplace changes—universal design, clarity, flexible output-focused work, supportive tools (including AI), easier adjustments, and leaders who model disclosure—while noting supports like JobAccess and resources from ADHD Australia.

In a first in-studio Dear Dyslexic Podcast interview, the host chats with Dr. Kim Percy and UK-based Dr. Helen Ross about dyslexia and broader neurodivergence in adulthood, focusing on transition points from school to university or work. Helen, in Australia on a Churchill Fellowship, describes how lack of clear, accessible support and long assessment waitlists can leave people—especially girls—unraveling during major transitions, and she explores Australian practices (including TAFE flexibility) to bring ideas back to the UK. Kim shares a parent and lecturer perspective, describing students and her own son falling through cracks due to missed emails, fees, system lockouts, and barriers to diagnosis and learning plans. They discuss the importance of “village” support networks, self-worth, and shifting assessments from deficits to strengths, noting ongoing misconceptions about intelligence and dyslexia.

In this powerful episode of the Dear Dyslexic Podcast, host Dr Shae Wissell sits down with Brad Beach, Director of Strategy, Quality and Learning at TAFE Gippsland, to explore dyslexia and neurodivergence in vocational education.

Brad shares his personal journey as a dyslexic student—from struggling in remedial reading classes to accidentally getting into Melbourne University and eventually leading educational innovation. His story highlights the transformative power of educator belief, referencing John Hattie's research showing that an educator's belief in a student is the strongest predictor of success.

The conversation tackles critical topics including:

The challenges and opportunities of the "neurodivergent" label

Why universal design alone isn't enough—students need individualized support

Educational trauma and its lasting impact on dyslexic individuals

TAFE Gippsland's groundbreaking program for students experiencing intersectional disadvantage, achieving 90-100% retention rates

The importance of wraparound services and trauma-informed teaching approaches

Moving beyond the "superpower" narrative to focus on practical strategies and strengths

Brad offers invaluable advice for educators: ask students what they need, provide information in multiple formats, leverage technology, and above all—believe in your students' potential.

A must-listen for educators, parents, and anyone interested in creating truly inclusive learning environments.

A Note From Our Director and Podcast Host:

I'm Dr Shae Wissell and you have been listening to the Dear Dyslexic Podcast. Head to rethinkdyslexia.com.au to find out more about today’s guest speaker. To keep up-to-date with all our news follow us on Facebook, LinkedIn and Instagram. You can also listen to our Dear Dyslexic Podcast as well!

If you haven’t done so yet go to your favoured podcast platform and subscribe, rate and review this podcast. Join me next time for another conversation on Hobo CEO.

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