Family Support with an ADHD Focus

Clarity, regulation, and sustainable structures for your family life (Zurich & Schwyz, online)

  • For families living with ADHD (with or without a diagnosis)
  • And for families where stress, conflict, or emotional intensity shape everyday life
  • 1:1 support for children and systemic work with parents

When ADHD shapes everyday life (diagnosed or suspected), families often come under pressure.

Constant conflict. Exhaustion. Discussions that never end. Guilt. And the feeling that, despite all efforts, nothing truly changes. And sometimes ADHD is not the topic. But life can feel very similar: emotional intensity, recurring escalation loops, stress in the system, and the question of how to regain orientation and calm.

This is where my work begins.

When children and parents understand what is happening in the nervous system and the brain, their self-image changes.

Understanding leads to clarity. Clarity enables self-regulation. Self-regulation strengthens independence.

Three foundations of my work

Belonging

Children need relational safety before change can happen. I create a space where they feel seen, heard and genuinely accepted.

Understanding

Together, we explore how their thoughts, emotions and behaviours are connected. When children understand what is happening within them, clarity begins to emerge.

Autonomy & Self-Efficacy

Children discover strategies that truly fit them. This builds confidence in their own abilities and expands their capacity to navigate everyday challenges.

My services

Choose the entry point that fits your situation best.

Family support

When dynamics feel stuck and everyday life needs to become sustainable again.

Events & activities

Creative offers and formats where children have space to grow.

ADHD coaching

When ADHD (diagnosed or suspected) shapes everyday life and you need clarity and strategies that work.

How does family support work?

1. Initial call

We clarify your situation and what would relieve pressure most right now.

2. Systemic analysis

We make patterns and dynamics visible and decide where it makes sense to start.

Goals & getting started

We set a clear focus, define next steps, and begin with practical changes that hold up in real life.

How I Work with Children with ADHD

One-to-One Support for Children

Parents as Part of the Process

Who I Work With

Children with ADHD

With or without a formal diagnosis. For children who think fast, feel deeply and need support in navigating daily life.

High-Performing or Gifted Children

Children with strong potential who may feel internal pressure or struggle within rigid systems.

Children with Intense Emotions

Impulsivity, emotional outbursts, withdrawal or sleep difficulties often signal inner overload rather than defiance.

Parents Seeking Understanding

Families who want to understand and strengthen their child – not “fix” them.

About Me

Hi, I’m Julian Lehnhardt. I support children and families — clear, relationship-based, and without dramatizing.

I have worked with children in various educational contexts for over 15 years.

ADHD is not only a professional focus for me, but also part of my own life story.

The Next Step

A first conversation brings clarity.

In a free initial consultation, we explore:

• What is currently most challenging?
• Whether my support is the right fit for your child
• What a meaningful first step could look like

Der Begleiter

Magazin für Systemische Wegbegleitung

“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.
Imagine being unable to create images in your mind – no faces, no places, no visual memories. For people with aphantasia, this is everyday life. How does this affect learning processes, creative tasks, or personal relationships? What can you do to support those affected – and could it be that your child is affected as well?
How we talk about children shapes how they see themselves. Why “not wrong” still sounds wrong – and what a language can look like that strengthens children instead of judging them.