Isaac is an ADHD coach, qualified teacher, FA qualified football coach, and former Flagship store retail manager.

Being diagnosed with ADHD and Dyslexia in late adulthood and also having neurodiverse children led him to explore the potential that lies hidden behind the unique challenges of being neurodivergent.

Isaac is passionate about helping both adults and children, diagnosed or still undiagnosed later in life, and supporting parents/carers and partners.

Through personalised coaching, he will work on unlocking your true potential, helping to understand your unique brain, improving and building self-esteem, and creating strategies for a fulfilling life.

Isaac has over 12 years of coaching experience in the retail industry, coaching Store/Assistant managers and supervisors for several retail businesses as part of New store opening teams, coaching store/assistant managers, and supervisors and staff to run effective and profitable stores and manage staff effectively.

Isaac also has six years of experience coaching youth football for two local football teams and is a coach for Kent Elite Scouting Academy.

Isaac has over 20 years working in retail in flagship stores, managing companies such as Ralph Lauren, Hugo Boss, TM Lewin, Nike, Foot locker, Banana Republic/Gap, Hamleys toy store, Toys r Us, and as a trainer/coach at Amazon.

Isaac has been a teacher for 5 years, is a former Head of House for KS3, and a curriculum innovator and student mentor in his current school, supporting teachers, students, and parents with information and strategies to support neurodiverse students.

ADHDworks certified coach

As a senior leader and primary Headteacher for many years, Gerlinde has used coaching as a powerful tool to develop and nurture leaders at all levels. Gerlinde builds trusting, confidential coaching relationships. She listens to learn and uses questioning and challenge to enable coachees to articulate their goals, reframe limiting beliefs and take action to make change. Now working in DEIB consultancy, Gerlinde continues to use her expertise to coach leaders across the teaching profession, specialising in working with those from ‘marginalised’ communities and with intersecting identities, empowering them to challenge others’ perceptions, find their voice and achieve their goals.

Gerlinde has used a range of coaching methodologies across her career. This includes ‘instructional’ coaching of ITT, ECT and recently qualified teachers whilst a senior teacher, moving to analytical or ‘pure’ coaching as her leadership journey and expertise progressed.

In 2018, she trained as an Advanced Reviewer on Challenge Partners QA School Reviews, coaching senior leader reviewers to make a professional contribution to the process.

Since then, Gerlinde has gained both the APOC and OPC coaching qualifications (Olevi International) and works with leaders at all levels in schools across the UK to build their self-belief, realise their ambition and transform cultures.

Gerlinde Achenbach is a former primary headteacher and senior leader. A Fellow of the Chartered College of Teaching, she has a teaching career spanning more than 30 years in schools in SE London. She is currently working as a leadership coach (OPC, Olevi International) and education consultant in equity, diversity, inclusion and belonging. In 2023, Gerlinde set up her consultancy, GAEd.

She now works with schools and school leaders, sharing her leadership experience and expertise in school improvement, changing school culture, developing leaders at all levels and LGBTQ+ inclusion. Gerlinde works both in-person in Suffolk and London, and online.

OPC (Olevi Professional Coach)

Olevi International, accr IFCF

Diana started coaching in 2010 and specializes in coaching head teachers in challenging circumstances. She uses skillful questioning to help her clients forge a plan of action and new ways of thinking in the midst of difficult situations. Diana is expert at helping clients navigate leadership challenges that arise when working with multiple teams, she is adept at helping clients find new levels of clarity and courage.

Diana has coached over 30 head teachers in various stages of their career, helping clients to navigate system leadership and culture development. She has coached senior teams in 9 countries in the state and independent sector. Diana has developed successful individual and team coaching programs under the banner of Courageous Leadership – coaching senior teams to reflect deeply on their culture and practice.

22 years’ experience leading secondary education, including six years as a successful head teacher in a London secondary school and subsequently an executive head; Diana works at the cutting edge of leadership development. She is known as a resilient, skilled in urban leadership under challenging circumstances. Diana couples sound strategic vision whilst giving clear operational direction. Diana was a school inspector for 9 years with developed expertise scrutinizing operational systems and leadership competency. She founded The Academy of Women’s Leadership; specializing in supporting women to grow the leadership cultures of their organisations and to flourish as leaders supremely confident leaders.

ILM L5

Fierce Conversations

Five Dysfunctions of a Team

Inclusive leaders help organisations attract the best talent from talent pools that have not yet fully been tapped. This is crucial, not simply because it engages more high-quality talent for your business, but bringing in perspectives and experiences from traditionally underrepresented talent groups provides insight into the perspectives and experiences of underrepresented customer groups as well. This can also help shed light on problems that more homogenous teams have been stuck on and unable to resolve.

But attracting diverse talent is only the start. The biggest advantage of inclusive leadership is that inclusive leaders know how to unleash individual potential and create an environment where all talent can thrive and grow.

Research shows that leaders who are seen as fair and respectful, encourage collaboration, and value different ideas and opinions are 2.5 times more likely to have effective employees on their teams. In other words, the ability to unlock individual potential benefits everyone that is led by an inclusive leader, but it benefits underrepresented talent even more. Why?

Individuals from traditionally underrepresented groups face additional biases and barriers to their professional development. If they do not feel included in an organisation, they are unlikely to reach their full potential. Inclusive leaders help underrepresented people understand that they have the power to take ownership of their own careers and equip them with the specific insights, strategies, and tools they need to drive their development forward.

They do this through mentoring, sponsorship and coaching, and they are advocates for individuals who they think are being treated unfairly. They also help individuals develop greater self-agency, encouraging them to speak up, be heard, and optimise their contributions.

Trauma can be a one-off event or series of events. Any event which creates feelings of fear, powerlessness, unsafe or rejection can be considered to be traumatic. Each person who experiences trauma can have a different physiological response and/or psychological response and it is important to take time to understand the various ways that trauma can affect people. Each adverse childhood experience a child has in their lives increases the likelihood of a child developing trauma-based behaviours. This can lead to a lack of feeling safe in their bodies on a day-to-day basis. This can have a huge impact on their self-esteem, relationships with others, and their ability to access learning.

Trauma-informed approaches in schools are important to support the emotional wellbeing of children who have been exposed to ensure that they have the best opportunities to reach their educational potential. Every part of school life and culture must be trauma-informed so that students are given a consistent approach and a sense of safety is felt.

Schools need to have an inclusive approach to support students who have experienced trauma. There needs to be a culture of giving students the tools to talk about their feelings and process their emotions. There needs to be a culture of safety which means that diversity within mental health is celebrated and bullying is challenged. Systems need to be in place to provide opportunities for students who have experienced trauma so that they are not disadvantaged in their learning opportunities and any barriers are removed.