Steph Ruler

The rhythm of understanding: Rhyming through the noise of ADHD

Steph Ruler, a 20-year-old Early Years Care and Education student at University Centre South Essex, has found a powerful way to express her experiences through poetry.

What started as a quiet moment one night became something much bigger. As Steph’s thoughts raced – a common experience for someone with ADHD – she began shaping them into words. Those words became rhymes, and over time, those rhymes grew into a collection of forty poems titled My ADHD Mind.

“It just felt so nice expressing myself in a way that I’ve never been able to do.”

For Steph, poetry became more than a creative outlet. It became a way to understand herself, process her experiences and connect with others who feel the same.

From being unheard to being understood

Before joining UCSE, Steph faced significant challenges in education. Despite seeking help, she struggled for years without the support she needed.

“I tried to seek help at school, but no one listened… I got ignored by several people.”

Without a diagnosis for ADHD or dyslexia at the time, learning often felt overwhelming. This experience is something many neurodiverse students face, where their needs are not fully recognised or supported.

Everything changed when Steph arrived at university and spoke openly about her challenges. With the support of her tutor, she was able to access the help she needed, marking a turning point in her journey.

With the right support in place, Steph began to thrive. Tasks that once felt impossible became achievable, and she reached a milestone she describes as “mad” – submitting all of her assignments on time.

This progress shows the impact of an inclusive learning environment, where individuals are supported in a way that works for them.

Turning experience into strength

Steph’s journey extends beyond her studies. Through her placement, she now works in a local preschool, where her experiences have become a valuable strength.

Her understanding of ADHD gives her a unique perspective when working with children. She recognises that every child learns and processes the world differently, allowing her to offer support with empathy and understanding.

Her poetry also plays an important role beyond personal expression. By sharing her experiences, she is raising awareness and helping others feel less alone.

“It’s hard when you feel like you’re the only one… there are so many stereotypes, and that needs to change.”

Through her work, she is actively challenging misconceptions and helping build a more inclusive understanding of neurodiversity.

The power of expression and community

One of the most important parts of Steph’s journey has been discovering the power of being heard.

When she shared her poetry, she found that others could relate to her experiences. This sense of connection helped build her confidence and reinforced the importance of expressing yourself.

Her story highlights how creativity can be a tool for both personal growth and wider impact, helping bridge understanding between individuals and communities.

Finding what works

Steph’s advice to others reflects the resilience she has built along the way:

• Everyone learns differently – find what works for you
• Try different strategies and don’t fear trial and error
• Surround yourself with supportive people
• Don’t give up if something doesn’t work the first time

“It’s hard. Try different things and find what works for you… don’t give up.”

Whether it’s using tools to stay focused or building a strong support network, her experience shows that progress comes from persistence and self-awareness.

A voice for the future

Steph’s journey is about more than overcoming challenges – it’s about embracing them as part of who you are.

Through My ADHD Mind, she has found a way to express her identity, connect with others and challenge perceptions. As she continues her career in Early Years, she brings that same understanding into her work, ensuring that every child feels seen, heard and supported.