What We Wish We’d Known After Our Kid’s ADHD Diagnosis

You walk out of the doctor’s office with a diagnosis, maybe a prescription, and a head full of static. What did they just say?

Or there’s no diagnosis yet. Just a nagging feeling that something’s up, accompanied by a steady stream of mixed messages. “Get them evaluated.” “Don’t worry, they’ll grow out of it.”

Either way, it feels like there’s so much more you don’t know than what you do.

In this episode of Parenting with Impact, Elaine Taylor-Klaus and Diane Dempster, co-founders of ImpactParents, go back to the beginning. Between them they have 15 years of work in this field and a wide range of neurodivergence in their own families, and they share what they wish someone had told them in the early years.

Why doesn’t an ADHD diagnosis come with a clear plan?

Because a diagnosis usually comes from a doctor, it’s easy to treat it like any other medical condition: here’s what your kid has, here’s the treatment, done. But ADHD and other brain differences don’t work that way. It’s not just one thing, and it’s not a one-time thing either. Elaine calls it a chronic condition that can be managed. That makes it a long game, and the goal is to help your kid learn to manage it themselves.

Why do parents have to become the expert in their own kid?

Every kid is different: different executive function strengths and challenges, different presentations, different ages. Diane had to learn to understand her child well enough to educate the school, the doctor and the therapist, not just hand her kid over and ask them to do something.

And let’s be honest: very few people on the planet know a huge amount about ADHD, anxiety or autism. Many pediatricians and teachers were never trained in it. That isn’t a knock on them—the research just hasn’t made it into practice yet.

Should I tell my child about their diagnosis?

There’s no single right answer. Some kids thrive with the information and some struggle with it. Diane’s advice is to answer the questions they ask, give them what they need when they need it, and trust that kids are resourceful and resilient.

Key Takeaways

• A diagnosis is the beginning of a long-term journey, not a one-time fix.
• Parents need to become the expert in their child so they can educate and advocate with doctors, teachers and therapists.
• Who you’re being (calm or escalating) matters more than anything you’re doing.
• A “bring it on” attitude helps parents handle uncertainty with confidence instead of fear.
• Kids need to feel that their parents believe they’re going to be okay.
• If your child has a 504 plan or IEP at school, balance that with a support plan at home.

Your kid’s not broken

Elaine’s bottom line: your kid’s brain is wired in a way the world isn’t built for. That doesn’t make them broken. Slow down, get curious, and put the relationship first. Take a marathon view.

What to expect in this episode:

• You’ll learn why an ADHD diagnosis is the start of a long-term journey, and why setting that expectation early reduces overwhelm.
• You’ll hear why parents have to become the expert in their own child, and how that helps you educate and advocate with schools and providers.
• You’ll see why how you show up (calm or escalating) shapes your child’s experience more than any single strategy.
• You’ll get a practical approach to deciding whether and how to tell your child about their diagnosis.
• You’ll learn why kids thrive when parents believe they’re going to be okay, and why the relationship is the foundation of everything else.

New ADHD Diagnosis? What We Wish We’d Known Sooner

Related Links:

• Parent Coaching and Support: What Parents Need Most
• School Advocacy: What Parents Need to Know
• What Difference Does A Diagnosis Make?
• Feeling Like You’ve Tried Everything
• Are You Making Your Kids Your Job?
• Why Focus on Parents? Parental-Focused Mindset

Our Discussion

Elaine: At this moment, something’s going on with your kid. Maybe you’ve had a diagnosis or more than one diagnosis, and you’re trying to figure out a treatment plan. Or maybe there’s no diagnosis, and you’re getting messages. Maybe you’re getting messages to pursue diagnosis. Maybe you’re getting messages that say, “Just wait, they’ll grow out of it. Don’t worry so much.” Any way you look at it, there’s so much more that you don’t know than what you do know, and it just feels like someone should be able to make it seem easier for you, right? So today, let’s talk about what nobody has told you yet, probably, and what we wish we’d known. Welcome back, everybody, to another conversation in the Parenting With Impact podcast. Today, Diane and I are gonna dive in a little bit to really what we wish we’d known. 

Diane: Well, it’s so funny, as you were saying that, Elaine, I’m like, uh, the, the sentence at the beginning, I was like, hopefully, if you’ve been in our community for a while, and you’ve been listening to our podcast, and you’ve, and you’ve been hearing us, hopefully, we’re telling you a little bit of what you need to know, um, from our learnings and from our learnings with, you know, the thousands of clients we’ve worked with over the years, and some of you might not be, so I like the going back to the beginning thing.

Elaine: Well, you know, when we interview guests, experts, sometimes we ask them what do they want parents of complex kids to understand better about their kids? What are they missing? And so maybe that’s the place we start. It’s like, what do you… I guess there’s two ways to look at it. What is it, what do we wish we had been told in those early years, and what do we now know in hindsight that we want parents to know to better understand how to navigate these choppy waters? Which, which way do you wanna start? 

Diane: Oh, I don’t know. I mean, I think that part of it is, um, we were talking this morning about, um, doctor’s offices and relationships with doctors, and the, we use the fancy word, the medical model, right? And I think that part of the challenge, we’ve been doing this for 15 years, and that, you know, back when we started, things were a lot different than they are now. And, um, that because it’s a doctor that typically will be the one that diagnoses a child, we kind of lump it in with every other disease state, for lack of a better word. It’s like this sort of, “Okay, your kid’s got this. Here’s what you do to treat it.” And you walk out of the, uh, doctor’s office with the prescription or the advice, and, and you think you’ve got it all. And I think that that’s the place I start is, like, this sort of it’s, it’s not a one thing that you’re gonna get, and it’s not a one time and it’s done thing either. That it’s a, it’s more complicated. You were talking earlier about a mom who is, like, with a seven-year-old, and they felt like they had tried everything, and you thought, “Oh, sweetie, you’ve got years and years and years of opportunity here.”

Elaine: Just the beginning of it. Yeah. Well, so, uh, and I think for me when I think back, that, but I think that’s really important. By the time my eldest kid was six, I felt like I had tried everything, and I had tried a lot, and I had been dealing with it for years. So it’s not like… Some people, we start seeing our kids’ challenges show up when they get into grade school or when they start reading to learn in like third or fourth grade, or maybe when they hit junior high or high school. Like, there are different milestones that kids struggle with where, where their challenging issues are identified or maybe the anxiety emerges or… Right? 

Diane: Well, and I was kind of at the other end of the spectrum where I remember begging one, a provider to give us a diagnosis so we could get some support in school, ’cause my kid was clearly struggling. But because they were gifted and struggling they were always kind of bump, “Oh, no, they’re so smart. Oh, wow, they’re doing great in school. Oh, wow this.” It’s like this sort of, no, this kid is clearly struggling. But, you know, it, the way that it’s built, it’s like this sort of, you wanna, they fit everybody into a box almost. It’s like this sort of, well, if my kid doesn’t look like this, then it’s not bad enough, or if my kid doesn’t look like this, then they don’t warrant a diagnosis or… I mean, and that’s part of the challenge is that so many of these kids are just, everybody’s different. Every situation is different. Um. 

Elaine: Yeah. Every situation is different, and as parents, so we’re, we’re really talking right now about the parent experience, right? What we wish we had known, what we, the, the biases, not biases, but what we brought into it, the expectations or assumptions that we had. You know, you’re talking about the assumption that you should just be able to fix this, and I was kinda talking about the assumption that this shouldn’t be this hard by six or seven years old. And, and for a lot of us, these issues go on for a very long time before we realize, before it escalates to the point where we realize, “Oh, something is going on. This kid needs help in a different way, and I need to help them.” But we, but what you’re saying is, we often don’t approach it, and the doctors often don’t approach it from a place of how can we help them? What do we need to do to fix it or address it or take care of this? We gotta take care of this. 

Diane: Yeah, and that’s, on some level, shortsighted, because we know, I mean, it’s this sort of… We were talking about this the other day. When we started this, you couldn’t be an adult and have ADHD. Right. And now we know really very well. It’s like, what percentage of parents get diagnosed at the same time that their kids are getting diagnosed? It’s, it’s a common sort of thing, and what we’re trying to do is to set our kids up for a lifetime of understanding their strengths and their challenges, and not this, “Oh, wait, I got this diagnosis. Tell me what I do to fix it.” and I think that, I mean obviously the world’s changing. There are providers out there that really are get it on a very different level. I don’t wanna shun all people out there. And there’s this sort of, we… I mean, well-meaning people. It’s this sort of I wanna, I wanna be helpful, and so we throw ideas, we throw solutions, and the reality is that it’s complicated, but it’s not complicated, if that makes sense. 

Elaine: So, if I go to the question, what do I wish I had known, right? There are a few things. One of the things I think I wish I had known is that I was in this for the long haul. I wish someone had said, “This is, this is something…” What you just said, that we’re gonna have to help this kid learn to navigate across the course of their life, that they’re not gonna grow out of it at 18, that, like, that this is, this is their reality. Let’s meet them where they are and figure out how to support them. I wish somebody had set appropriate expectations for me at the very beginning, instead of feeling like I was spinning, trying to catch up. 

Diane: Well, and as you’re saying that, because I know you were really struggling at the beginning, I think that there are probably parents who are like, “Oh, my God, if somebody had told me at seven that it was gonna be the long haul and I was gonna be struggling as hard as I was back then,” I, I don’t… You know, it might have felt better to not know that it was gonna be another 20 years, but I don’t know. 

Elaine: No, ’cause if your kid’s diagnosed that young, you’ve got a significant case of whatever it is you’re dealing with. four, five, six-year-old kids aren’t diagnosed with ADHD unless they have a whopping dose of ADHD.

Diane: Yeah. 

Elaine: Right? Yeah. So, that’s the one thing. What’s the, what’s the first thing you wish you had known? 

Diane: Well, the first thing I wish that I’d known is that I needed to be the expert, right? It’s this sort of, the fact that- Number one, all kids are different. Kids have different executive function strengths and challenges, different kids have different presentations, different age groups, that sort of thing. And that I needed to be the expert in my kid and educate and advocate to the school, to the doctor, to the therapist, to the everybody else, instead of being able to walk in and say, “Here’s my kid, do something.” Um, which is, I think at the beginning when, you know, you’re shell-shocked and not sure what to do, it’s like you want somebody to say, “Here. Your kid? Here, I’ll take it. Let me tell you what you should do.” Um, it doesn’t work that way. 

Elaine: No. So you really, it would’ve been really helpful for you to know it actually was incumbent upon you to understand this kid well enough to actually educate the doctors and the teachers Who, you know, understand it from a textbook but don’t necessarily understand your kid and how it was showing up for that kid.

Diane: Well, and as you say that, then the second, the second piece of that is and here’s where you can go to make sure that… Like, how do you become an expert it’s like somebody came to me and it’s like my kid was second grade when they were diagnosed. It’s this sort of, I didn’t know a lot about being a mom. Hadn’t been a mom very long at the time. It’s like this sort of, now I gotta learn about the, this one happened to have ADHD. It’s like I gotta learn about ADHD. Where do I go to learn about ADHD? How do I learn about ADHD? It’s this sort of, uh, it’s, it’s the how-to piece of it. Yes, you have to be the expert, and here’s how to not make that feel daunting, like I’ve gotta spend hours and hours on the internet at 4:00 in the morning, which most of us do anyway.

Elaine: But you don’t have to. 

Diane: You don’t have to. But most of us do anyway, right? 

Elaine: Well, it depends on, on how you, how, what your approach is. Like, I just kept going to different professionals because I don’t learn well on the internet, which wasn’t even around in the early years. 

Diane: Yeah, that’s true. 

Elaine: Um, I read a lot of books, but I kept going from professional to professional, ’cause I was waiting to find the one person who was gonna make it all make sense to me. And, and something you just said really, uh, I wanna share before we go to the break, um, I think that what happens when you, when your kid gets, whether, whether there’s a diagnosis or not, some of you have kids who have diagnosed, some of you suspect something’s going on and you haven’t gotten that process going. It doesn’t matter what, where you are on that journey. When some provider says to you, “This is what’s going on,” and they’re giving you all this really good information, what’s going on in your head is Charlie Brown’s teacher. Wah, wah, wah, wah, oh my God, something’s up with my kid. Wah, wah, wah. Like, you don’t hear anything they’re telling you. So they’ve given you all this information. You walk out of the office, and then you turn around and you go, “What did we talk about? What was that?” 

Diane: Well, or you get the other end of the spectrum, right? So a lot of times the time you find out is when you have a psych ed evaluation, and you get the results and it’s like a 40-page document that you’re trying to read through, and it’s like your child presents with a little bit of this and a lot of that, and it’s like this sort of, well, how do I figure out how to prioritize or what’s really important or any of the other things? So it’s like this sort of, it’s always like it feels like drinking from the fire hose on top of it. Um, but and what you said was, like, I need somebody who’s gonna help me make sense out of all this and not just- 

Elaine: Right … 

Diane: I need information, which is a very different thing. 

Elaine: Absolutely. Let’s take a quick way, break, and we’ll be right back.  Welcome back to the Parenting with Impact podcast. We’ve been talking about what we wish we had known in the early years when our kids were first identified and diagnosed, and we were starting to treat the wide range of neurodivergence between our two families. Um, and And I think, so, so the next kind of natural place is if we wish we had known, now moving forward knowing what we know now, what would you… What’s your best guidance to someone who’s beginning to say, “Something’s up with my kid, and I’m not really sure what to do about it”? 

Diane: So let me ask you that, because you said that what you wish you’d known was, like, that you needed to be in this for the long haul. So answer the second question. 

Elaine: Well, I think I wish… Once I had a diagnosis, so there’s the before and after. Before, there were a lot of years of something’s up and going to all these different people before we finally got the clarity that we were dealing with some stuff. Um, once I got the diagnosis, what would’ve been really helpful was really very simply for someone to say, “This is actually a chronic medical condition that can be managed, and so you’re in this to, to manage it. We’re gonna help get you some resources so that you understand it well enough to help your kid understand how to manage themselves, ’cause that’s the long game.”

Diane:  Well, and I think that, I’m listening to you, like, and you didn’t say this, but maybe it’s the third thing I wish I’d known, is like, it’s not a death sentence. It’s, like, not the… I mean, the, that ADHD comes with strengths and challenges. Part of the challenge, uh, particularly if you’ve got older kids like we do, I mean, because it was only a kid thing, “Oh, they’ll grow out of it,” I mean, there weren’t role models out there with the, all the strengths that go along with ADHD. People weren’t, were rarely talking about that sort of stuff 15 years ago. And so, I think that that’s… You’re, you’re saying being in it the long haul, know that it’s not a death sentence, and here’s how to walk through it step by step by step. Is that what you’re saying? 

Elaine: Yeah, and, and that really, it goes back to what you’re, you were saying, which is, and it’s on you. Like, you’re gonna become the expert in your kid, and help your kid become the expert in themself, and then you’re gonna work together to figure out how to manage it, and this is doable. Like, the “this is doable” piece, I think is what gets lost. 

Diane: Well, this is doable, and then when you say, “This is on you,” one of the things we say in Sanity School, um, which is our parent training program, um, is that there’s, the parents are key. The parents are the key, right? It’s this sort of… And that feels daunting because it’s like, “Oh, wow, it’s up to me.” Well, yes, it’s up to you, and you can do this, by the way. And oh, it’s up to me. We can control ourselves. We can’t control our kids. Right. Which is the, the, the other, the empowerment base is, like, this sort of you can make a difference, and you can make a difference. I mean, it’s like this sort of there’s, there’s two sides to that same coin. 

Elaine: Yeah, there really is. I think it’s so important to say really clearly- Most of the kids we’re talking about and we’re dealing with, and people we’ve dealt with in our community, and we’ve, we deal with a big range of issues in our community, and there’s some really complicated situations in this community. So I am not diminishing by any stretch how complicated it can be. And conscious… when we’re, when we understand it more conscious about it, and we’re deliberate and thoughtful about it, all of this stuff, it, this is life. This is it, it’s a neurospicy life, but it’s still life, and life is messy and parenting is messy. And, and when we learn, so much of it has to do with who we’re being and how we’re showing up so much more than what we’re doing. And there’s such a tendency to say, “But I’ve gotta do this, and this, and this, and this.” And the truth is, like, the question is how are you being while you’re doing all of those things? Are you chill and you’re calm about it? Are you freaking out and, and escalating everything? ‘Cause that’s gonna change nature.

Diane: There’s this philosophical thing that you just brought in, and I guess the language I would give to it is, like, we’re, we’re taught that if life is hard that if there’s something wrong. And there are times that life is hard. I mean, I don’t mean to minimize that. But it… and if we are, if we go into life going there are gonna be days, and weeks, and months, and maybe years that are really struggling, and that’s normal, and it’s not because you’ve done something wrong or because the universe has it out for you or there’s something broken or whatever else. I mean, it’s, if we go at it saying, “You know what? Sometimes things are hard.” 

Elaine: And we can handle hard.  We can do hard things. We can navigate, we can… I, I think, you know, I’ve always said from the beginning that my, my wish for everybody who works with us and comes to us is, is what I call a bring it on attitude. Right? Bring it on. Life’s gonna come at us, ’cause it does, and if we learn nothing else in COVID, we learn that life’s gonna come at us.  Life is lifing, and our job is to figure out how to dance with uncertainty. That’s what parenting is. Really, it’s about recognizing that I don’t know how to handle this yet, but I can figure it out, and believing that I can figure it out, trusting that I have the capacity to figure it out.

Diane: ‘Cause you’re fighting the little voice in your head that’s saying, “Uncertainty is bad,” and if you haven’t got it all figured out, you’re broken. And so that, which is, again, a misnomer. 

Elaine: It is. Right. So bring it on makes big difference. Um, what else? What else are you feeling like is coming up in, in your wise hindsight Monday morning quarterbacking?

Diane: Well, I think that the wise hindsight is also around how you do or don’t engage your kids- 

Elaine: Oh, say a little more … 

Diane: in the process. Because there are gonna be some kids ’cause parents ask me all the time, it’s like, “Should I tell my kids what they have a diagnosis? I don’t want them to use it as an excuse. I don’t want them to you know, it’s like this sort of, uh, there’s this sort of- challenge of how much do I tell my kid? Do I share with them? Do I normalize? Do I, what do I do? And I think that the knowing that there’s not a right answer to that is an important piece of it, because the reality is that some kids can handle it. Some kids will thrive with it. Some kids will struggle with it, and it’s kind of like, we’ve talked about this before, it’s like when you’re teaching your kids about sex, you wanna answer the questions that they ask you and not give them more than what they need. And if they’re like, you know, give them an easy answer, and if they ask more questions, answer the questions, and, you know, and serve them what they need at the time that they need it.

Elaine: Yeah. And, and to trust that, that kids are resourceful and they’re resilient, and, you know, we talk about this a lot, and it’s such a foundational principle in my world in this work, and that is that what our kids need is for us to believe that they’re gonna be okay. And if we approach managing their issues with, if we lead with the fear that they’re not gonna be okay, that’s what they’re gonna feel from us.

Diane: Well, and let’s not minimize the fact that a lot of us are scared that our kids are not gonna be okay, and that’s legit, and that’s work and opportunity for you to go, “How do I get okay enough? Because I want my kid to feel like I’ve got their back, and I want them to believe that I’m on their team.” 

Elaine: Well, and that’s where our work comes in, right? That’s why it’s about us more than it’s about them, because we have to do our work to kind of get our emotion managed in a, in a healthy place, whether it’s, you know, support and coaching groups or with a therapist or whatever it is, so that we can be present to our kids and their needs and not put our stuff on them. Right? Which is, which is the risk we run if we’re not kind of recognizing that, that they’re gonna be okay and we’ve gotta come to understand that, and finally need to believe that’s truth 

Diane: I don’t know if you want to summarize all the things that we’ve talked about, but I kind of want to go back to something about experts that we were talking about. And I think that it’s that sort of, yes, that we need to be the expert in our kids, and we need to make sure we’re not overestimating what somebody else should know. Because part of what I think we’ve learned is that even people who are expert, even the doctors, even the teachers, um, I mean, there are very few people on this planet that know a, an enormous amount about ADHD, or anxiety, or autism, or whatever it is your kid’s challenges are. And so expecting that your pediatrician is going to know a lot is… may not be a fair assumption. It- it- expecting that your kid’s- 

Elaine: Unless they’ve pursued you know, direct education. Some providers, therapists, uh, pediatricians, et cetera, are very well-trained because they’ve sought out that training.

Diane: Right. But just expecting… I think that that’s the piece of it, is this sort of, you know, setting a realistic expectation with the supports. You have the same thing with educators. It’s this sort of, a lot of times people think, oh, teachers should understand. And most teachers, unless it’s a special education teacher, has not had much information or education about some of these, um, behavioral and executive function challenges. And so if we go into this expecting that the teacher knows, yeah, I can tell you, the teachers that know the most are the teachers who are also parents of kids with ADHD anxiety and autism. Because  they’ve lived it and breathed it, more than, you know, the run… I don’t mean to discount the run-of-the-mill teachers, they’re amazing. But we need to go into this not expecting that there’s somebody who’s gonna know more than we will. 

Elaine: Right. Well, this is, I mean, this is why we founded the NeuroInformed Institute, is to educate providers. Because what we’ve learned over the time of doing this work is how this understanding that we’ve gained from all these years of doing this work is not part of their classic training. It’s not part of a doctor’s training, a pediatrician’s training, a teacher’s training, a counselor or therapist training, and it’s surprising to hear that. It feels like it should be, but the research hasn’t made it into practice yet. And so we find ourselves at this stage of the world as parents who really need to understand our kids well enough, and learn enough about neurodivergence to help our kids understand themselves, to manage themselves. ‘Cause right now, it’s a, it’s a home job for the most part. It’s not gonna happen an hour a week with a tutor or a therapist. I mean, we’re gonna… we can make progress in those arenas, but really creating the incombinated environment happens a little bit more- Holistically, I guess 

Diane: Yeah. Um, just to expand on that, I mean, a lot of times parents will say, “Well, my kid was diagnosed.” Again, it’s this sort of, I’m gonna send them off to the therapist, or I’m gonna send them to the tutor, I’m gonna send them to the whatever, right? And doesn’t mean those aren’t great and important resources, but to expect that that’s going to be enough, we’re talking about challenges that need to be managed daily. In every aspect of their life. And so we say this all the time, but it’s like you have a 504 plan or an IEP at school. What’s your 504 plan or your IEP at home? And what do you need to help develop what that is? How do you evaluate whether it’s working? How do you make changes every year when your kid needs to have more or less support in certain areas? I mean, all of these things that, you know, we think about it being school-based challenges, but we’re talking about life challenges. 

Elaine: Based challenges, right. All right, we have to wrap this conversation. Um, what’s your bottom line as we leave this conversation? 

Diane: I mean, the bottom line is that there’s- Number one Hopefully people are feeling empowered to know that, that there is a, there’s a significant role for you as a parent in this process. Number two, hopefully we didn’t, um, make you feel anxious that, you know, nobody’s gonna fix this for you, because we want you to know that nobody’s gonna fix it for you, but we don’t want that to be too scary for you. Um, and, and I love the long haul thing, right? It’s a sort of… if what you need to be successful here is not somebody to fix your kid, but it’s how do I develop the resilience and the long view and the bring it on attitude in me, and ultimately in your kid, that’s- that’s the real thing we’re saying that is the secret sauce. Yeah. What about you? 

Elaine: Um, love all of those things. Uh, I think the, the… What we haven’t… The language we haven’t used that I wanna bring in now is your kid’s not broken.  Your kid is dealing with a brain that’s wired in a certain way that doesn’t necessarily work with the way the world is wired, because the world is definitely not wired for those of us with neurodiverse brains, and your kid’s not broken. And you can understand that even if you’re not neurodiverse yourself, you can do this. You can understand them well enough to help them understand themselves well enough to want to learn to manage themselves, and to enroll them in the process and to really collaboratively create, um, an environment where you’re working together to help bring them towards adulthood. You, 1000% can do this with actually less stress and, and more calm when you let go of trying to have to do it right or trying to get them to fit in the particular box or do it a certain way. But when you actually slow it down and get curious and understand what’s going on, it gets easier and easier to stay calm in amidst the, the fray of it all, and to be in… Okay, here’s the last thing I want to say, because we haven’t said it, and it’s so important, to be in relationship with your kid. Because really it’s about the relationship. Our kids will thrive when they feel safe and trusting with us and feel like we see their capacity and their potential, and they will shut down if they’re afraid that they can’t reach that potential. And it makes sense that they may feel that way, because it’s hard to live in a neurospicy brain. I can speak to that. And all the more reason what they need is to believe that you can see the possibility for them, and that you’re gonna be there to guide them through. That relationship is key to almost everything. That’s how I would leave. Relationship first, and, um, take a marathon view. 

Diane: Love that. So what about you? What are you taking away from this conversation that we had today? 

Elaine: What insight do you have? What awareness has come up for you? What are you thinking about differently now than you might have been 30 minutes ago? And maybe is there some way that you want to apply that in your life? Is there a commitment that you want to make or a conversation you might want to have? How do you want to use this insight to bring it into your life? And as always, uh, thanks. Thanks for what you’re doing for yourself and for what… and for your kids. Um, it makes an enormous difference. And if you like what you’re hearing on this podcast, please take a moment to like or follow, subscribe. Wherever you’re listening, leave a review. Whatever, whatever works for how you listen to this. Some of you will be on the website, some of you are on YouTube, some of you are on all the different platforms. Wherever it is, let the world know that this is, this is one of your faves. And you’re one of our faves. Thanks for listening, and we will catch you on the next episode. Take care. 

Diane: Thanks everybody.