As an emerging researcher with lived experience, Flynn has a strong commitment to improving mental-health outcomes for neurodiverse children. She is commencing a PhD research project at Macquarie University, supported by an Australian Rotary Health scholarship.

Her research focuses on promoting school belonging, wellbeing, and self-advocacy among primary-aged children with ADHD through co-designed, student-centred interventions. Her passion for this work is shaped by both academic interest and personal experience. As a mother of three children with ADHD, she has seen firsthand the transformative impact of early intervention, inclusive teaching practices, and strong home–school partnerships. Her own experience as an adult diagnosed with ADHD has grounded her research in empathy, authenticity, and a deep understanding of the challenges and strengths within neurodiverse communities.

Alongside her research, she is committed to advocacy, accessibility, and translating evidence into meaningful, practical tools for families, educators, and clinicians, but most importantly, for neurodiverse students themselves. Her PhD research will contribute to national conversations on inclusive education and will culminate in Australia’s first co-produced wellbeing guide for primary school students with ADHD. Flynn hopes her research will empower children to thrive with confidence, connection, and belonging.

This project aims to improve the mental health and sense of belonging of primary students with ADHD by co-developing a student resource. Many children receive their ADHD diagnosis during the primary school years, a time that strongly shapes how they feel about themselves and school. Support at this early stage can make a difference to their wellbeing, confidence, learning, and long-term outcomes.

This study will bring together a group of teachers, psychologists, allied health professionals, parents, researchers and importantly, students with ADHD, to reach agreement on what kind of information and school supports would best help children feel included, supported and understood. This will be achieved through a structured approach known as the Delphi method, which gathers expert opinions and lived experience across multiple rounds until a shared consensus is reached. By the end of the project, the group will have designed a student-centred resource that helps children with ADHD learn about themselves, their rights, build their sense of belonging, and support their own mental health at primary school, including the transition to high school.

The process will also model a new inclusive way of conducting research that values young students with ADHD as active contributors rather than passive subjects, helping reduce ableism in educational and psychological research and practice, and delivering direct insights into how they can be best supported at school.

Supervisors: A/Professor Melanie Porter and Dr Emma Burns