Meet Jenna Rachid:Navigating Academia and the Transition to Working with ADHD
Jenna Rachid, my sister and the Digital Engagement Officer at the UK Council for Psychotherapy, recently shared her journey of being diagnosed with ADHD while working in the charity sector. She discussed how technology has significantly aided her both professionally and personally.
JMR: Can you tell me about you and your experience studying Marketing Management at the University of Westminster?
JR: I chose Marketing Management because I wanted a mix of creativity and analytical thinking, letting me create with purpose. During my A-levels, I found I was really interested in why people behave the way they do, and the marketing course covered this in-depth, which intrigued me.
I picked the University of Westminster partly for family reasons and the convenience of living at home while studying. Also, Marketing Management isn’t a widely offered course, and Westminster's program seemed like the best fit for me.
JMR: What were the biggest challenges studying for a Bachelor's Degree with ADHD?
JR: I wasn't diagnosed with ADHD until this year, at the age of 28. I've always struggled with maintaining focus and rushing to complete tasks, making it difficult for me to sit down and read for extended periods.
I often experience bursts of inspiration, but if I don't complete a task quickly, I lose motivation. This is why I appreciated the project-based nature of my course, as it allowed me to work on different things, keeping my interest alive. However, I found reading extensive texts, maintaining a routine, and dealing with self-doubt and frustration particularly challenging.
If I couldn't do something right the first time, I became very hard on myself, which made completing tasks even more difficult.
JMR: What key strategies did you use to manage your coursework and studies?
JR: I relied heavily on making flashcards and taking detailed notes to memorise necessary material for exams. Group work required a proactive approach, so I would plan and start tasks immediately after receiving them to maintain motivation.
Unlike many peers who left coursework until the last minute, I completed assignments well in advance, reducing stress and preventing forgetfulness. Staying organised, taking notes, being proactive, and maintaining a schedule were crucial for me to manage my studies effectively.
JMR: What were your toughest obstacles when transitioning from academia to your career?
JR: One aspect often overlooked is that university education doesn't fully prepare you for a job in marketing. While it provides practical skills like writing a CV, teamwork, and project management, specific job-related skills such as social media management, graphic design, and copywriting are learned on the job.
The challenge is that you need experience to get a job, but you need a job to gain experience. Unless you secure a graduate scheme, you might have to volunteer, as I did, to gain the necessary experience. I spent six months volunteering in the charity sector and working part-time in a bar to support myself while applying for jobs.
It took a year of persistent job applications before securing my position, which was a tough and uncertain period. Many people end up settling for unrelated jobs, but I was determined to pursue my desired career path, and eventually, it paid off.
JMR: How did your academic background in marketing influence your approach to your role as a Senior Digital Engagement Officer at the UK Council for Psychotherapy (UKCP)?
JR: My academic background provided a foundation of essential skills, such as project management, teamwork, and maintaining a strong work ethic. These skills, developed through managing tasks and staying motivated in university, have been crucial in my professional role.
Working with diverse groups in academia prepared me for collaborating with different personalities and external stakeholders in the workplace. University also exposed me to various challenging situations, helping me develop strategies to manage difficult interactions professionally. This transition from academic to professional settings allowed me to refine these skills and apply them effectively in my current role.
JMR: How has your experience with ADHD influenced your approach to work and productivity? Can you tell us about your diagnosis and what this has meant for
your mental well-being?
JR: In school, I was often placed with neurodivergent students because teachers assumed I had learning difficulties like dyslexia, even though I didn't struggle with reading or writing. Understanding that my brain works differently, especially in terms of stress and overstimulation, has been important both professionally and personally. This self-awareness has greatly relieved my mental stress, as I now know my behaviours have specific reasons.
In my job, it's crucial to have personal space and clear boundaries to perform well. Recognising this need has been very freeing and has helped me reduce self-imposed pressure. Unfortunately, many workplaces still lack understanding and support for neurodiversity. I've faced challenges due to misconceptions about my condition, which shows the need for better education and accommodation. Creating a supportive environment for neurodivergent individuals helps them excel and do their best work.
It's fascinating to note that only 4% of neurodiverse individuals, including those with dyslexia, pursue higher education in the UK, despite there being around 6.3 million diagnosed cases. Scholarcy is helping students with wide-ranging disabilities keep on top of their reading and feel more in control of their self-study by making academic literature more accessible and easier to understand. Such resources would have been immensely beneficial during my university years.
People need to know that they can succeed with the right tools. Many professionals, neurodiverse or not, use software tools to streamline tasks, from transcribing to reducing administrative workload. These tools are particularly valuable for those with ADHD and dyslexia.
Writing tools, for instance, can be transformative for individuals with dyslexia. It's crucial to make these resources accessible before university to encourage and enable more neurodiverse students to pursue higher education.
JMR: In what ways do you think AI technologies like Scholarcy could have been beneficial during your academic and professional journey?
JR: I believe it would have been game changing. I struggle to sit and read a textbook for long periods. Having a tool that guides you through the text, highlighting essential information and giving you a clear, quick refresher for essays or exams would be incredibly helpful. Instead of spending 20 minutes feeling frustrated and wondering why I can't get through a book like others, I could have used Scholarcy to help me process the material in my own way and at my own pace.
One of my biggest challenges is my poor memory, which is why I meticulously keep a schedule and write things down. It helps mitigate the constant fear of forgetting something. Online tools are excellent for keeping everything organized. With digital tools, I can track all my notes and materials in one place without worrying about losing anything. Scholarcy, for instance, allows you to store notes, and keep the important points from all your books and articles in one place. It’s accessible on various devices, making it simple and efficient.
JMR: What motivated you to work for a mental health charity like the UKCP?
JR: After graduating, I started volunteering in the charity sector and found it incredibly rewarding. I loved the mission and the positive work culture. Charities have a huge impact, supporting and advocating for vulnerable groups.
I chose to work in this sector because of these reasons, with a special interest in mental health. Over the past six years, I've seen a lot of changes in how mental health is handled. There’s always a need for therapy and support, and we’re working to make more therapeutic services accessible within the NHS so people don’t have to choose between their mental health and other essentials.
Right now, access to mental health support can be hit and miss, and often what is available does not meet everyone's needs or varies on where they live.
Our goal is to make sure therapeutic services are accessible to everyone, no matter their background or financial situation. We are pushing the NHS to increase access to psychotherapy and utilise the already existing expert workforce of accredited psychotherapists and psychotherapeutic counsellors to address the increasing mental health crisis.
JMR: What are the most rewarding aspects of your job as a Senior Digital Engagement Officer at the UKCP?
JR: The most rewarding moments come when people tell me that my work has genuinely helped them. For instance, supporting our psychotherapeutic members and resolving their issues is particularly fulfilling.
I also enjoy managing our website, despite the challenges it brings. Additionally, producing our podcast has been a highlight. Although it’s currently paused, we received wonderful feedback on an episode about miscarriage, where someone mentioned it really helped them.
In communications, you often don’t know how your work is received, even with analytics. Receiving direct positive feedback, however rare, is incredibly gratifying.
JMR: What advice would you give to someone with ADHD looking to transition from academia to a professional career?
JR: First, understand how ADHD affects you personally. This deeper understanding is crucial for knowing how to support yourself and how others can support you. Seek out tools, like Scholarcy, and strategies that help, take regular breaks, and find what works for you. For me, noise-cancelling headphones have been life-changing. These small adjustments can really help you manage your work and reduce stress. Maintaining these practices should significantly improve your mental health and overall well-being by preventing you from feeling overwhelmed.
As for AI, it has definitely helped with my mental health. There are so many AI tools I use regularly that make my life easier, reducing pressure and mental clutter. For example, I use ChatGPT, Grammarly, and Hootsuite. These tools help streamline my work, making it more manageable.
JMR: What advice would you offer aspiring students with ADHD on navigating their academic journey?
JR: My advice would be to not be too hard on yourself. You are often your own worst critic. Having ADHD can make things challenging, especially when you find yourself comparing your progress to others. University is a significant investment in yourself—financially, emotionally, and mentally. It's important to take it easy on yourself and avoid comparisons.
Tailor your social media exposure to make it supportive rather than detrimental to your well-being. If something is triggering or unhelpful, don't hesitate to block or mute it. There's no need to overwhelm yourself during such a transitional and important time.
Remember, not everyone finds university enjoyable or easy. Use tools like Scholarcy to help you manage your workload and build confidence by reading and learning at your own pace. This is also a time to figure yourself out, which requires patience, energy, and kindness towards yourself. Be kind to yourself and take the time to discover what works best for you.
Jenna’s journey as a Senior Digital Engagement Officer at the UK Council for Psychotherapy shows how resilience and adaptability can help manage ADHD. From studying Marketing Management at the University of Westminster to her professional role, Jenna has used her personal strengths alongside technology to overcome some of the challenges. Jenna's experience demonstrates the impact of mental health advocacy and the need for accessible support for neurodiverse students.