I’m Julian

I support families, children and young people — with calm, experience and an eye for the potential that is often already there. Not as an expert who judges you, but as someone who takes a closer look, helps sort things out and walks part of the way with you. In Wollerau, online and close to your real everyday family life.

My path

My path into working with children began early. In 2005, I was twelve years old when someone asked me whether I wanted to help at a holiday camp. I said yes — and quickly realised: this is something that fits me. Since then, working with children, young people and families has never let me go. What followed was not a straight path. But it was a consistent one. I worked in a Reggio-inspired kindergarten in Germany, at a German school in Santiago de Chile, led a preschool in Panamá and later worked as a team leader and kindergarten teacher at a bilingual school in Wollerau. Alongside this came social projects that continue to shape me today: a safe house in Chile, restored football pitches in Panamá and many situations where there was no simple solution — but people who had to find a way together. These experiences have shown me: Families rarely need someone from the outside handing out quick advice. They need someone who really looks. Someone who recognises connections. Someone who stays calm. And someone who helps find the next meaningful step. In 2024, I became self-employed because I wanted to support families more deeply — with more time, more depth and more room for real change. What

What really drives me

I know the feeling of not quite fitting into a system.

ADHD, aphantasia and dyslexia are part of my own story. Not as an excuse. Not as a label. But as part of how I think, perceive and work.
I know how it can feel when adults speak about a child instead of with them.

When energy, pace, creativity, language processing or a different way of thinking are mainly seen as problems.
And I also know how much becomes possible when a child is not simply corrected, but understood.

Earlier in life, I would have wished for someone to walk part of the way with me.
Today, I am that person for others.

That is why I do not work on making children fit in. I support families in better understanding what is happening and which conditions can help strengths become visible, potential unfold and everyday life become lighter again.

What I stand for

  • No child is too much. - Anger, withdrawal, chaos, silence or refusal are not character flaws to me. They are signals. I look with you at what may be behind the behaviour — and what your child truly needs to feel safer, clearer and stronger.
  • With the child, not on the child. - Children are not simply “the problem” that needs to be worked on. They have their own perspectives, needs, strengths and strategies. I involve children respectfully, clearly and at eye level.
  • Boundaries as guardrails. - Children need support. Parents do too. To me, boundaries do not mean harshness or control — they mean orientation. A good framework creates safety without restricting. It guides without shaming.
  • Unfolding potential. - I do not only look at what is difficult. Often, strengths are already there — they are just hidden under stress, pressure or misunderstanding. My work helps make these potentials visible again and create conditions in which development becomes possible.
  • Parents are part of the solution. - Parents often come to me when they are tired, doubting themselves or no longer know what might help. To me, parents are not the source of the problem. They are important allies. Together, we look at what brings relief, what strengthens and what is truly sustainable in everyday life.
  • Understanding and connecting systems. - Families are rarely on their own. School, therapy, specialist services or caregivers often play a role. I help sort language, perspectives and next steps — so families do not get lost between responsibilities.

Let’s talk

No contact form. No waiting list. I reply personally.

Get in touch

Professional background

2012: Qualified as a state-certified educator in Germany

2012–2015: Group leder in a Reggio-inspired kindergarten in Germany

2015–2019: Group leader at the German School Chicureo in Santiago, Chile (focus on German as a foreign language)

2019–2021:Head of preschool at the German School Nikolaus Kopernikus in Panama

2021–2024: Team leader and kindergarten teacher at Obersee Bilingual School, Wollerau, Switzerland

2024: Certified ADHD consultant and coach (CAS ADHD)2024:Started my independent work as a systemic guide for families, educational institutions and organisations

In addition, I have been involved in various social projects – from building a safe house in Chile to restoring football fields in Panama.

Nach meinem ersten Zusammentreffen mit Julian sagte ich zu meiner Frau, wenn der junge Mann Geld für sein Business benötigt, in ihn können wir investieren.

Er wird sein Ding machen. Und das sage ich wirklich sehr selten. Mein durchweg positiver Eindruck von Julian entstand, weil ich selten einen so reflektierten jungen Mann erlebt habe. Nicht nur, dass Julian schon sehr viel praktisch erfahren und erlebt hat, er weiß seine Erfahrungen zu strukturieren, zu sortieren und mit Theorie und Wissen anzureichern. Was dabei herauskommt, ist eine geballte Kompetenz.

In seinem Spezialgebiet ADHS und Erziehung ist Julian für mich Benchmark. Julian kennt sich aber nicht nur gut aus, er kann sein Wissen auch in wertvolle Produkte und Angebote übersetzen. Damit können andere von seinem Wissen und seiner Erfahrung profitieren. Wenn ich ein Anliegen rund um das Thema Erziehung oder ADHS hätte, ich wüsste genau an wen ich mich wende: Julian wäre für mich die erste Wahl.

Heiko Rössel

It is rare that you come across such an inspirational preschool leader and dedicated teacher like Julian!

As a parent representative I had the pleasure of working together with Julian for one year at the German School Nikolaus Kopernikus in Panama. He took on the enormous task of implementing the Reggio Emilia philosophy in the preschool and although external circumstances were challenging at times he largely succeeded thanks to his persistence and resourcefulness. Above all, Julian was able to transmit his passion for preschool teaching to his team and the larger school community. As a parent it was especially important to me that Julian always encouraged a strong and positive parent-school relationship.

Gudrun Rode

Julian ist ein ADHS-Coach, der die berühmten "drei Dinge auf einmal" auf sich vereint:​

Er hat aktuelles Fachwissen, er lebt selbst mit ADHS und kennt das Bildungssystem seit vielen Jahren aus erster Hand. All das verbindet er mit einer großen Portion Einfühlungsvermögen und ganz viel Humor.

Christina Jokilehto

Let’s shape your path together.

I look forward to getting to know you and supporting you on your journey – towards a life that feels lighter, clearer and more aligned for you and those around you.

Julian Lehnhardt

Der Begleiter

Magazin für Systemische Wegbegleitung

Making the Inner Critic Your Advisor: Self-Love in Family Chaos That Actually Holds

You want to respond with patience. And then there's this broken glass on the kitchen floor. Juice everywhere. One child screams, the other freezes. Before you can think, you've raised your voice. The real pain often comes after: that inner voice that judges immediately, makes you small, stamps you as a "failure." This is exactly where it's decided whether you stay stable in everyday life or break inside. Self-love doesn't begin in quiet moments. It begins in chaos.

Do We Need to Constantly Stimulate Our Children? What Parents Really Need to Know

Why free play and idle moments matter so much for child development

School Is Not a Training Camp: Why Many Children Function at School and Collapse Afterwards

“In school, the child is doing great.” A sentence often meant as a compliment. It describes a child who meets expectations: calm, focused, compliant, ready to perform. What it does not describe is the cost of this adaptation. Increasingly, a pattern is emerging that is rarely discussed in educational contexts: children who appear stable in school collapse outside that framework, at home, in the afternoon, or on weekends.
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