Episode 9: Why Time Gets Away From Us: Time Blindness in ADHD, Dyscalculia and Dyslexia

In this solo episode, Jannine explores time blindness across ADHD, dyscalculia and dyslexia,  and why difficulty with time is not laziness, carelessness or a moral failing.

She reflects on the idea of “now” and “not now”, the difficulty many neurodivergent people experience with estimating time, reading clocks, sequencing tasks, managing transitions, and staying anchored in the day. From students struggling to return from breaks on time, to adults underestimating how long it takes to get from the front door to the desk, this episode unpacks the hidden layers behind time management challenges.

Jannine also explores how dyscalculia and dyslexia can affect the way people read, interpret and mentally manipulate time, including analogue clocks, 24-hour clocks, “quarter to” language, and dates that feel too abstract to hold in mind.

With a focus on acceptance, practical workarounds and reasonable adjustments, this episode asks what might change if schools, workplaces and society stopped assuming that everyone experiences time in the same way.

It is a validating and practical listen for neurodivergent adults, parents, educators, employers and anyone who has ever wondered why time seems to get away from them.

Transcript

SPEAKER_00 0:01

Welcome to ADHD Wise Podcast. I'm Janine Perryman, and this is a space for open conversations about ADHD and neurodiversity, bringing together lived experience, professional insights, and the questions that help us move forward. Wherever you are in your journey, you are welcome here. Hello everyone, and thank you for joining us on ADHD Wise Podcast. My name is Janine, and today I'm going to talk to you about time blindness. It's a solo episode, so I'm going to pretend that you're there, that I'm speaking to you in the audience, because in reality I am, even if you're not there while I'm recording it live, you're there now, and that's all that really matters. Alright, speaking of now and not now and time blindness, that is one of the concepts that Ed Hallowell came up with was that people with ADHD have a challenge around now and not now, with everything not being everything other than now being this ethereal otherness. This sense of not really being relevant. And I think this is true, and I think this is right. Now, Ed Halber was talking about it with regards to ADHD, but I just wanted to point out that actually time blindness sits in the conjunction between ADHD, dyscalculia, and dyslexia. It doesn't sit actually inside autism, as far as I can see. No, but I can't see any evidence of that. It's more to do with the executive function around ADHD, dyscalculia and dyslexia. Alright? When I was still teaching, one of the things that I did was action research type project with my then students. Because what I found was they were getting into trouble all the time for not coming back from lunch breaks quick enough, for not coming back from coffee breaks quick enough. Now, for context, these are 16, 17-year-olds who were in a sixth form provision, but they've got additional need. So they're kind of like in a nurture setting to bring out the best in them. And I was their class teacher, their math teacher, their English teacher, and a few other things besides, and because you have a small teaching team in that kind of context. And they were really great and they taught me so much. But on this particular occasion, I was like, everybody else was just telling them off for not being back. And I'm like, well, why? What's going on? So I decided to spend my lunch break with them one lunchtime and just watch, just pay attention to what was happening. And in doing so, I realized it wasn't just they didn't perceive the passing of time. I also realized they had a problem with their sequencing. So the sequencing is something I can teach to. So we went through this process in our class time and actually sometimes in maths time, because of course time and maths go together. And we worked out how to put things in sequence for them. So for example, if they go on a coffee break, it wouldn't occur to them to put the kettle on first. They would be thinking, oh, I've got ten minutes left of my break, I'll put the kettle on now. No. You've got to because of course then you've got to wait for the kettle to boil, you've got to make the drink, you've got to remember to make the drink. If you're just the kind of child that's distracted, child or young person that's distracted. And then you've got to then you've got to wait for it to cool down in order to drink it even once you've made the drink. And then be back to class on time. And that was part of why. They weren't thinking about the fact pop the kettle on, go to the loo. Then I can get out my phone. They were leaving the classroom and getting on their phone and then not thinking about the things. So I could do some little sequencing. And I did. And we managed to get it to the stage where they were then very much self-aware. And they developed some rhythms and routines and ways of doing things that meant they were back more on time. Because perfect is not required, improvement is. And so what we worked to was was getting them to that point. Um, I'm gonna go back now to what I was mentioning before with the now not now time zones, because that does fit with what I've just said, because they were in the now of, oh, it's my break time, I'm going to go on my phone. They're not thinking about the fact that in 15 minutes time they've got back in the classroom. They're in the now. Just the now. Just now. And that's all they're thinking about, and everything else is this ethereal otherness. With my action research, what I did was I did an experiment to see what sorts of things they were able to estimate and what sort of things they weren't able to estimate in terms of how long things took, what they could achieve within a certain amount of time. And my students who were either diagnosed or to be honest, it would be a reasonable hypothesis to think they were ADHD, scored much much higher in terms of difficulty. So had much more difficulty with perceiving time, estimating time, and knowing where they were in time. So these beautiful humans were teaching me loads, which I get now to share with you. As always, I'm always very grateful for the young people that I've worked with because they just are the biggest lesson if you are really engaging in teaching, because teaching is a two-way street from that point of view, or at least it always was for me, which is perhaps why I've no longer in teaching, because that's not how most people teach, but it was how I taught. It was like, okay, let's try this. But what's the problem? How do we overcome it? And so we went to all of this, but no one ever spoke to me back then about dyscalculia, and no one ever really spoke about dyslexia. In fact, I had a bit of a uh falling out with another teacher because she said, Well, we wouldn't possibly consider assessing for dyslexia. And I said, Why not? And she said, because it wouldn't change the way we teach, so what's the point? And I didn't really think that was a very good way of looking at things because if you don't understand what the problem is, how are you supposed to navigate around it? So I had then come to the point where I could see what was going on with these young people, and I was able to teach to that, to, for example, put in something around sequencing that meant they were able to be back from lunch break and coffee break with more precision, with more accuracy, and then help the what they weren't, and have some tolerance for the fact that it was still difficult for them, even if we'd done quite a lot of work around helping them to sort it out. Another thing that came up during the same period of time, same students, but has come up with other students as well, is reading time. Now, this sits much more, I realise now sits much more within dyscarcule, and this is a challenge that I have for myself as well. So I have learnt that it is not the case that everybody has an equal ability to be able to read an analogue clock, a digital clock. And actually, the best situations is when you have both available, both both available, and that my what I can now identify as likely, but I'm not diagnosing, likely dyscalculic students, was they would look at say an analogue clock and all of the quarter past, quarter twos, half past 25 twos, and everything else, that was their brains weren't doing that for them, and mine doesn't either. I actually prefer people to say the timer something like it's 10 minutes past nine or it's nine ten. Something like that is far more helpful for me. If someone says to me it is 25 to 1, I have to do mental gymnastics in that situation, 25 to 1. So that means it's 12 something because it's four, 25 to okay, so it's 12.35, and then I will repeat out loud 12.35. No, I do this with my other half, and I'll say 1235. Okay, he said, Yeah, that's what I said, and I'm like, yeah, okay, because it's I would is a point and not a point to correcting someone in that situation. The point is I had to do mental gymnastics and then go 1235. But because I have made so many mistakes with regards to time, I am then still doubting myself. So now 1235, and I would set some sort of timer or I would write it down on the post-it note or something else so that I I know that it's like I've created an externalness to the fact that I'm trying to hold this unit of time in my mind. So 1235 is a lot easier for me to understand, and that's therefore what I would do. Well, from 25 to 12. I have to do the mental gymnastics, and one of the challenges with working memory is being able to hold a number and manipulate a number at the same time can be a real challenge. So for the students I was working with, if they had to hold it and do a mental gymnastics around it, they were losing it and it wasn't working. So one of the ways I used to teach them was about writing things down, write down what you heard, and then we switch it around and then those sort of things. So if they had a visual, and also the process of writing things down does actually help. So we would set timers. I was allowed an Alexa in my classroom. That was a reasonable adjustment, but it had loads of type parameters around it. I'm not suggesting all teachers should have Alexa's in their classroom just to say that other tech like Alexa exists, and obviously just get whatever you want. But it was just so helpful because we would then just tell Alexa when we wanted to be reminded of when the lesson was ending or when the coffee break was ending, or whatever about how it should be to help you with that. Just of my Alexa, that's quite funny. Um, yeah, so it's about accepting. So a lot of the coaching that I do is around acceptance and commitment. It's our own brand of acceptance and commitment because when I did Russ Harris's training on acceptance and commitment for ADHD, I didn't agree with all of it, but I'm the one living that life. I I have ADHD myself, and I'm the one living this life of coaching, etc. So I have adapted it. So I'm gonna say it's acceptance and commitment theory, but I'm gonna say it's that I've learned to apply it in a way that is constructive for myself and also for my clients. So acceptance in this context is accepting what is, accepting that the time blindness is there, accepting that these young people or myself or you or whoever else I'm working with, it's actually accepting that time blindness is a thing. So with adults, what we would tend to do is we tend to ask them to estimate how long they think things can, how long they think things are going to take. And actually they're normal everyday things, but things like empty and reloading the dishwasher, the the getting from your front door to your desk at work. And actually, what's really interesting about that particular example is that they will people will typically ADHD people here will do a really good job of calculating just that from the front door to the desk. What they won't do is a little bit before that and the little bit after that, they don't think about the fact that being by the front door is not the same as being out of the front door because you get to the front door and you've got to think about putting on a coat, putting on shoes, picking up your lunch, whatever it happens to be. And it was the transitions. The transitions were the thing that was tripping people up. It was that they typically knew somewhat how long it would take them, but they weren't thinking about the fact that they might have to park the car and that might take some time, that they had to get in the building. What they were thinking about was from a few steps back from being at their front door to a few steps before actually being at their desk. So one of the things with coaching is actually helping people to understand, let's build in your transitions, how long does that take? So, yeah, we get through this process of helping people to understand their time blindness because if you have acceptance and you have knowledge around what's going on for you, you can then make commitments in terms of how you're going to manage these things. So things like tech is really good. Writing things down can be really good for some people, not for all people. And I know I can become post-it blind, for example. So I've got too many post-its or they've been around too long. I just they just become invisible to me, which is really frustrating. So we have this thing where we make sure that we were externalizing that we're using tech to remind us of things, but not overusing tech, because if we overuse it, we just become tech blind, and it just that doesn't work either. So all of those things are part of what we coach to, whether it's adult or whether it's child. So for you, if it's you, if it's somebody that you love or somebody that you're working with, it's that whole thing of acceptance. It's I am not going to be able to hold this time in mind. What am I going to do in order to make sure that I can do this thing? I don't estimate time particularly well, is a really big bit of acceptance, actually. But then the commitment to that is then I need to work out what sort of things I'm underestimating, what sort of things I'm overestimating, so that I can then take that into account. And then the beauty of working with, say, an employee and an employer together is that in those situations, it's like when the boss says, How long do you think that's going to take you? Oh, I reckon that was taking about 25 minutes. Okay. Have you taken your time blends into account? No, I haven't. Okay. And then that boss taking those couple of seconds to ask that question helped this person, the employee, to work out, oh yeah, I've missed that. I've not, yeah. And so that person develops that awareness. A teacher can do that, and those couple of seconds can really make a huge difference too. So these things are all about the commitment, but then there's more acceptance that comes, the more commitment. So the more commitment that you've given, the more workarounds you've learned, the more you can move into acceptance. We also have to remember with ADHD, not necessarily with dyslexia and dyspraxia, but with ADHD, if we're doing the same thing all the time, we get a bit bored with it and we need to shake it up. So with ADHD, we have to remember that there's going to need to be more than one way. More than one thing in the toolkit. It's okay, I'm struggling with time management by now. Okay, what options are in your toolkit? And it's really funny because people will say, Well, I bought a planner and I used it for three days and then I didn't use it anymore, so that didn't work. Yes, it did. Yes, it did work, but it only had a short shelf life because your ADHD needs variety. So you don't bend the planner, you just put it in your toolkit and you switch between things and you have this conversation with yourself. It's just right, so what's going to work for me this week? And you do it for that week, and you're then not thinking to yourself, I have failed. You're thinking, well, that worked for three days. Cool, okay, it works for three days. You possibly can then stretch that to a week, knowing that you're not trying to commit to it for life. So it's like this is what I'm doing for this week, next week I'll move to more to app based, and that's fine as well. And having more than one app, as long as it's not expensive apps, is also fine. And switching between these things, and I, if I'm honest at my absolute best, I have a combination of honest and written down honest, I have a combination of digital, tech-based time management, and also on paper. So I have an online work diary. One of the things I really like about my online work diary is it's got a little line that follows down. So I can see what went before, I can see the line of where I am. So that is just my reasonable adjustment, if you like, around being able to know where I am in time. Because let's stop and think about that for a second. If you are not time blind, what I want to explain to you, if you are not time blind, is imagine not being well anchored in time, to not know where you are in time, to not know what hour of the day you're actually in, not know how long things take. Actually, maybe even with unless you're really thinking about it, unless you've got something that is prompting you and you can see it, not necessarily even knowing what day it is, and then not even necessarily knowing what month it is, because I have to really work on month. What month are we in? Oh yeah, we're still in May. But I can I can it can really switch that around in my head, and I struggle as well with the fact that you have various different beginnings of the year. So the beginning of the calendar year is January, the beginning of the tax year is April, when I was a teacher, the beginning of school year was September, and actually that creates quite a lot of challenges for me because I'm like, wait, where are we? And I have to think about it. And I think that we think, I think society thinks that everybody's ability to hold, perceive, manage time is equal. And that when you can't do that is because you don't care, or because you're lazy, and all of these negative messages come out at us when actually it's a bit like colour blindness, in that if you are time blind, you will always be time blind, and that acceptance is really helpful because you don't say, Oh, I'm time blind, I'm never going to be able to manage this. That's not what you do, you accept it and then you make commitments. So that's the whole thing around what do we need to have in place in order to manage these things. So I know now that, for example, when someone says to me, my nan used to say 25, 5 and 22, and I'm so glad I'm not in an era where people still do that. But 25-2, and I'm like, oh, that means 35, it's past the previous hour. So I've had to learn those rules, and that's how I do the mental math without taxing my brain too much, and then I will write that down, or I will set a timer to that. And wouldn't it be so much easier if people just said what they mean and there wasn't this? Speaking of which, 24-hour clocks can be really challenging, too. And I know lots of people who really struggle with digital clocks, and the amount of people who have turned up early or late to appointments, because it flashed up as being something like 1425. And they're thinking, okay, 1425. And they show up at 425. Because the 24 hour clock is then requiring another level of mental gymnastics. So the four, the 14 got switched into four because I took it out of 24-hour clock and just dropped a bit of information. That's dyscarculia. It's also ADHD, it's also potentially dyslexia because everyone's neuropresentation types, it isn't, yes, you have we have these types, these sort of like man-made categories that we decided these particular traits fall into, but the stuff I'm talking to you about today, you can see how different aspects of it fall into different parts of it. And it's not a bit, it's not easy to work that through. And it's one of the reasons we use and develop actually our own sort of screening and assessment tools for where you are and what needs to happen for you, so that you can understand your timeliness and move through it. So just saying somebody is dyslexic doesn't mean they have the same type of dyslexia as somebody else. I am dyslexic. My dyslexia is not the same. For example, as Vicky Flood, who works with me, her dyslexic needs are different to mine. And it's not just a are we giving them a colour and a coloured overlay. Actually, no, that's really not good enough. We've got to give them more than that anyway. Sticking with time blindness, Janine. Don't do your ADHD tangent, just stick to time blindness. So, yeah, imagine not being well anchored in time. Imagine time getting away from you on a regular basis. Now, everybody knows what it's like for time to go away from you when you're enjoying something, when you get lost in something, and you're like, time has just flown. That is a thing that can happen to people a lot because you got into the flow state, which is a great place to be, and time just got away from you. And time can really drag when things seem boring, pointless, mundane, and you have to sit there. Time will drag. That is a universal experience, it is not a way of life, and that's the point, particularly with ADHD in that context. It is a way of life to not know where you are in time, and that is, in my opinion, my personal opinion, and I'm not saying everybody else has to agree with me here, but for me personally, although I don't particularly see myself as disabled, I recognise that's a disabling factor to not know, to not be anchored in time, to not know how long things take. And I have accepted that, I've come to terms with that, and I have lots of works workarounds for that, which means generally speaking, I am on time or early, and I have all sorts of tech that's in place to prompt me to give me more chance of being on time or early, which means that even if there are moments, occasions when I don't manage it, people have tolerance for that. What they don't have tolerance for is it happening on a regular basis. But I would say that actually, rather than condemning somebody who's clearly struggling with time, is to actually take a deep breath and ask what they understand of it and what you understand of it and what can be done. Is it a sequencing issue as well? Because if you've got the sequencing issue as I explained at the beginning, then you've got more of a challenge. And unless somebody does that work, which is coaching based work, by the way, that's what coaching is for, is to create those things. And then you have hopefully some co-coaching where you've got, in my case, I often have the employer and the employee for a couple of sessions of a coaching package so that we can just iron out any issues that are happening, whether it's adult or child, it's let's iron these things out. Let's agree something that works for everybody. It's interesting, isn't it? I'm just going to repeat something that I said. We society thinks that everybody's ability to access time, to understand time, to read time, to know where they are in time, it is huge, everything is equal. And typically, in ADHD in particular, being able to perceive, hold, know where you are, estimate, predict, it's not there. And it's part of the executive function challenges. So it goes across those three conditions. It goes across ADHD, dyscalculia and dyslexia. Yeah. It's an interesting one to think about. Going back to Ned Hallowell's now, not now concept, that actually does mean that I'll be with you in a minute, I'll be with you in five minutes. They mean the same thing. And I would really encourage people, and they say I'll be with you in a minute, to only say that if you actually mean it. If you mean I'll be with you when I finish this, please say that. Because it helps the person to hold. That's what you mean. It's like when you finish this. And then please do that. Please go to them when you finish that because you're you're asking someone to do that. If they haven't, if they're already at a disadvantage because they don't know how long a minute is, but you don't even mean what you say when you say a minute or when you say five minutes. That is another that's a that's an environmental factor, that's a societal problem in communication that actually doesn't belong to the individual. It belongs to the other individual who hasn't considered that through their language they can be a further disadvantaged in somebody. So actually, a reasonable adjustment would be to challenge workplace or school-based communication around what you mean when you use a unit of time. Whether when you say I'll be with you in a minute, you mean that, or whether you mean I'll be with you and I finish this, I'll be with you in a few minutes, with you as soon as I can. Whatever it is you mean, that's what we need to be saying. So there's a real disconnect between what society just accepts as language that actually disadvantages other people, and that's really quite challenging to get across, but it's really, really important. Because left to our own devices, as someone with my variation of neurotypes, so that combination of ADHD dyslexia and dyscoculia in this context, if you say to me, I'm with you in a minute, with you in the five minutes, with you enough to finish this, those things mean the same thing. Because it's just this ethereal otherness. If you say to me, I'll be with you in an hour, are we doing that in an hour, two hours, five hours? Anything that's within the same day of that sort of bigger hour, they all mean the same thing. Because they're not now. They're not this hour, they're not even the next hour. There is otherness that I can't necessarily access. And then there is the tomorrow, next week, next month, next year, they all mean the same thing as well, because they are way out there in the future. So I recently got into difficulty because someone said that something elapsed after three years, and that was back in 2024. So, in my head, okay, that means it's 2027 because dyscalculia. And so I completely missed what that actually meant and got myself into a difficult situation because I just mis not heard, but misattributed, misaligned, mis everything. It just didn't hit, is the point, isn't it? So the whole point is that in that situation, is to get that in the diary and get it in somebody else's diary who is going to be in your life around that time too to prompt you as well. Because actually, it's it's disabling. It there's no other way of getting around it than to say it's disabling. It has massive implications on self-esteem because you're told you're lazy, stupid, you're not trying hard enough, you don't care, etc. And these things will have a massive impact on self-esteem, and you will doubt yourself massively if you've had a repeat example of being told off, being in trouble for things that are actually beyond your control. And they are beyond your control until you get to the stage where you understand it and you've made those commitments, and then it's mostly within your control. But there's took me a time when it doesn't go quite right. I am is there is one thing I can achieve during my time left on this planet, I would really like to push for there being a digital clock, an analog clock, and a countdown timer in every test and exam situation, just as standard, that those three things are in place, because then you wouldn't need a reasonable adjustment for those people who can't hold time in mind because you've already got reasonable inclusive practice, and you need fewer reasonable adjustments when you have better reasonable practice. So I'm going to carry on pushing for the idea that there should be a countdown clock, an analogue clock, and a digital clock in every exam and test situation. What implications does that have for the workplace as well? Oh, it's like how difficult is it to make those things available in every situation? To be honest, it's a little bit different in the workplace because you're going to be allowed your phones. But I think, especially as we're now talking about removing phones from schools, and believe me, I believe there's some serious merit to that, although I recognise it's complicated. One of the things that I'm going to say to you is those children who are children and young people who are using tech to manage time will now be at a disadvantage. So, what are you going to put into the work environment, into the school environment, in order to adjust for that so they are not impacted by it? So that whole thing of having digital analogue and countdown clocks, making it like common practice that it's like if if there is mass lunch break, for example, is that there is a countdown. That if you've got a meeting going on, that you put a timer on so that someone can see how long it's left of the presentation. It's like the irony that last year, so 2025, I was speaking at the Tess SEN show on delighted blindness in an auditorium with no clocks. But bless Kate who supports the speakers. She actually gave me a little hand timer, which was really helpful, apart from the fact that I don't stand at a podium when I delivery talks. But she did at least try to give me an adjustment, which I really appreciated. That's why we have smart watches as well. But if you're going to ban things from schools, then these things can be challenging. Okay, if you're going to ban that, what advantage, what's what's what was it giving the student that you've now taken away from them that puts them at a disadvantage that we now need to put into the environment? So I would be, I'm a big believer in that we should absolutely have books of the digital kind and the analog kind and countdowns in every exam situation and anything like it should just be like part of normal practice. We should absolutely be working on making sure that our we're working on sequencing because that's obviously part of it as well. And really knowing the time binaries of the individual that we've done that work so that they can accept those things are a challenge for them and then have the workarounds. Things like now, then and next can be really helpful, particularly for children and young people. It's like we're doing this now, then this and then this. That can be really helpful. I'm just licking through some old slides here just to make sure I don't miss anything. But I feel like that's probably yeah, it's probably quite enough, a lot to be like sharing with you on this topic. And I hope that you're finding it valuable and and and something to consider. But yeah, just going to repeat for a third time. It is not the case that everybody's ability to be able to perceive, hold, manage time is equal. Some of us are disadvantaged, that is very similar to that of colour blindness. And society's done quite a lot of work with colour blindness, not enough. If you're colourblind, you'll agree, not enough. But if they've there's work been done on it. So, for example, the wires that are in our plugs, they are thicker shapes, they have different textures and they have pattern in a way that means that even if you're colourblind, you're going to be able to wire a plug. Our traffic lighters, specifically in the UK, have a sequence as well as a colour so that a colour blindness person can lean into the sequence if they're at a disadvantage because they can't see the colour. Society's thoughts about that. Society does not think about it with regard to time blindness. So I guess that's why I'm suggesting actually that we need to have that combination of analog and digital and and time and countdown timers so that people are not disadvantaged. And I just think that it would help loads. I think that we would see more act that better access to the things that matter. Because it's disabling without it. So that's I would say the equivalent to putting a ramp outside your building to accommodate people in wheelchairs. Because we know we should be doing that. I still think we have a work to do with some work to do along helping people to understand those things. But it can be a real challenge, time blindness. Acceptance matters, accepting knowing your time blindness, doing that work so that you understand your time blindness, and then making commitments to that, but also asking for a level of accommodation that means that people don't go into blame and shame mode. Because blame and shame are toxic. They don't help, they just make the situation worse. They mean somebody's likely to say, I'm really sorry, I'm late, traffic was bad, or whatever, rather than saying, I'm really sorry, I lost track of time, everything took longer than I thought. One last thing before I go. If I have got to get up in the morning and then I've got a long journey ahead of me, and I have to be, say, at a school meeting for 9.30 in the morning, as soon as I am out of bed, the first thing I'm going to do is put the destination of where I'm going onto my sat nav on my phone. So while I am getting dressed, while I am brushing my teeth and everything else, I can see where I am in relation to when I've got to get to the thing. The other thing is I am less likely to get distracted by my phone because as soon as I switch it on, it's going to remind me I'm supposed to be going somewhere. So I'm less likely to get distracted because I've got that visual on my phone and I can see it. I can see, okay, it says if I leave now, I'm going to get there at 8:30. I don't have to be there till 9.30. Cool. So I've got some time. And of course, I know traffic is going to be like variable. So it doesn't mean necessarily that I've got an hour, but that I'm okay. And then as it's like getting closer, I'm like, hmm, it really is about time I got myself sorted and out. So it's just one of those ways that I hold, I use tech to hold time in mind, particularly when there is travel involved. And all of my journey, I have my sat nav on, even for familiar journeys, because it's really helping to hold time so I don't have to try. My car will do it for me. And like the example I gave you in my laptop, having a slider that goes down and shows me where I am, it really helps. I can create like and now the next thing in my own mind because I've got this little line that's going down, and I can focus on just where I am on what the next thing is, and I can let the rest go, knowing my tech is holding it for me. But there is also a beautiful thing about taking it from tech and writing it out. That's really helpful as well. The process of writing it out is often when I realise that there's maybe not enough room between things, and I get real about what I can manage around it as well. And I'm like, okay, wherever am I eating? Uh, and those sorts of things. And actually, when am I going to have a drink? And what about going to the toilet? Because when I get into the zone, I will forget to do all of those things too, which is a slightly different issue, but still part of the thing. It's part of that getting into a state of flow that I mentioned before. We will forget when we are in the zone. We don't want to be broken away from the zone. And we get into the zone to such an extent that we will forget our human needs. And yeah, it's cross-neurotype, not just one. But we talk about most with regards to ADHD because it is the one where the executive functioning is there rather than say, for example, with this calcule, it's more to do with how it is more to do with the reading and the dyslexia. It's more about the reading of it. Whereas ADHD is more synonymous with just being lost in it, to not be anchored in it. So, for one last time, I'm just gonna say not everybody's ability to be able to hold, perceive, and manage time is equal and it is not a moral failing when people don't manage it. I really hope you've enjoyed this episode. I like doing the solo episodes, although I couldn't do them all the time. I really hope you've appreciated it. The reason I chose to lose this topic is because time buns has come up for very many of the other podcasts. So I wanted to do this one today. If there is anything that you would particularly like me to address, either by myself or with a guest, please get in touch. We would love to hear from you. We're available on all socials, so just leave a message because we do pick up the messages on all of the socials. Thank you very much for listening, and we'll see you next time. Thank you for listening to ADHDwise podcast. ADHD Wise exists to help bridge understanding and support for people exploring ADHD and broader neurodiversity. If you would like to know more about us and our services, please visit www.adhwise.uk. Follow ADHDwiseuk on Facebook, Instagram, TikTok, and LinkedIn. Take care and we'll see you next time.