Introduction

Tom Epton is a rising triathlete with a growing reputation on the European circuit—but his story started long before his first multisport race. Diagnosed with ADHD at the age of six, Tom was labelled a “naughty kid” before he was ever recognised as a high performer. He was excluded from three schools and often misunderstood by the systems around him. But with the support of key people—like the teacher who fought to keep him in school—Tom learned to adapt, self-direct, and ultimately thrive in a world not designed for how his brain works.

What stands out most in Tom’s story isn’t just the adversity—it’s the insight. His reflections on behaviour, routine, and self-awareness offer a rare and valuable perspective from someone who’s been navigating ADHD from childhood into elite sport. In this two-part blog, we explore the journey that shaped Tom’s mindset, the conditions that enabled his success, and what his story can teach us about potential, performance, and the power of being understood.

The “Naughty Schoolboy”

As a child, Tom was the “naughty schoolboy” you might picture when you hear the term Attention Deficit Hyperactivity Disorder (ADHD). He looks back on some of his behaviours—such as launching chairs across the classroom—in total bemusement. But he also feels fortunate that these early behavioural issues led to a diagnosis of ADHD at such a young age.

Tom was first excluded from school at age seven, and would eventually be excluded from three schools in total due to disruptive behaviour. One response was to send him to a Royal Merchant Navy School, in the hope that strict discipline would ‘fix’ him—but unsurprisingly, it didn’t work.

As awareness grows about the neurobiological causes of ADHD and other neurodivergent conditions, it’s increasingly clear that traditional interpretations of this behaviour are outdated and inadequate.

Understanding, Not Punishment

Tom was labelled ‘naughty’, but was he really? The word implies intentional disobedience—but if a child lacks the self-awareness or regulation strategies to manage their behaviour, can they fairly be called disruptive?

Yes, Tom’s behaviour may have disturbed those around him—but that doesn’t mean it was deliberate. Punishing someone for the unintended consequences of their actions is unlikely to encourage personal growth. In fact, it might have the opposite effect…

The Power of One Person

Despite being excluded from three schools, Tom doesn’t credit these experiences—or the threat of strict discipline—for his personal growth. Instead, he points to one person: Mrs. Smith.

From Year 8 onwards, Mrs. Smith “moved heaven and earth” to ensure Tom could stay in the same school through to sixth form. He credits his place at university almost entirely to her unwavering support.

Her belief in him didn’t fix everything, but it gave him something every neurodivergent young person needs: stability, understanding, and someone in their corner.

Thriving Without a Manual

Tom is a clear example of how someone with ADHD can be highly productive and successful—when given the right environment. But that doesn’t mean his journey has been smooth. It’s been marked by false starts, misunderstandings, and repeated clashes with systems that expected him to behave and communicate in neurotypical ways.

Over time, he’s learned when to stop trying to make something fit. “Stop and move on” has become a kind of motto—especially when he finds himself in spaces that don’t work for the way he thinks or learns. That level of self-awareness takes time, and it’s something many neurodivergent people only gain after years of trial and error. As a child, Tom didn’t have the words or tools to advocate for himself. That made things harder.

Privilege and Gratitude

Tom notes that many people who are diagnosed later in life unfortunately “muddle through up until that point”—the point at which a diagnosis finally helps them make sense of their ‘non-conformist’ traits and seek appropriate support. In contrast, Tom’s diagnosis at six gave him the opportunity to grow with an understanding of his brain from the outset. As an adult, he has learned to structure his life around his ADHD traits, turning what others might see as weaknesses into key parts of his routine.

Final Thoughts

Tom’s story shows that the path to high performance doesn't always start with natural talent or early success—it often begins with being misunderstood. Diagnosed young, excluded from schools, and misjudged by systems built for different minds, Tom could easily have fallen through the cracks. But with the right support, space to self-direct, and the influence of key people who believed in him, he found his footing.

What makes Tom’s journey so compelling isn’t just where he’s ended up, but how he got there—and the clarity with which he reflects on the process. His experience offers a valuable reminder: thriving with ADHD isn’t about overcoming a deficit. It’s about understanding how you work best, and building a life that supports it. Read about Tom’s formula to success in part two: The Formula for Thriving – A Neurodivergent Path to Performance.

Follow Tom on Instagram, and check out his article on Training Peaks: How To Coach Athletes With ADHD From Personal Experience

Key Takeaways for Neurodivergent Individuals

Learn how your brain works
→ Early diagnosis gave Tom a roadmap to understanding and supporting his ADHD instead of fighting against it.
You don’t need to fit the mould
→ Tom didn’t thrive in traditional systems—but he found his way by following his own path.
Be brave enough to accept help
→ Seeking or accepting support isn’t weakness—it’s a skill that can unlock growth, resilience, and progress.

Key Takeaways for Peers, Supporters, and Parents

Believe in the person, not the behaviour
→ One teacher’s belief helped Tom stay in school and reach university—proving that consistency changes outcomes.
Look beneath the surface
→ Disruptive behaviour is often a sign of unmet needs, not disrespect.
Your support matters more than you think
→ A single ally can make the difference between falling through the cracks and flourishing.

Key Takeaways for Coaches, Teachers, and Leaders

Punishment isn’t the answer
→ Exclusions didn’t help Tom grow—understanding did.
One supportive adult can change everything
→ Mrs Smith’s commitment to Tom’s potential made the difference that no policy ever could.
Make space for difference
→ True progress happens when systems flex to fit people—not the other way around.

This blog post was written by Caragh McMurtry. Subheadings were added by the Neurodiverse Sport team to support readability.

From “Naughty Kid” to National Competitor