From “Naughty Kid” to National Competitor
Written by Caragh McMurtry. Subheadings added by the Neurodiverse Sport team to support readability.
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” long before he was recognised as a high performer. Excluded from three schools and misunderstood for much of his early life, Tom has learned to adapt, rebuild, and thrive in a world that wasn’t built for his brain. What stands out most in Tom’s story isn’t just the adversity—but the insight. His reflections on behaviour, routine, and growth 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’s shaped Tom’s mindset, his achievements—and his message for others.
Tom Epton.
Football ⟶ Swimming ⟶ Triathlon
A keen footballer and swimmer in his youth, Tom picked up triathlon whilst at university in Southampton. In the short time he’s been competing and training as a triathlete, he’s already faced significant challenges: a pandemic, lockdowns, overtraining, and multiple injuries—yet his performance trajectory has continued to rise.
Last year he won multiple races and competed at both the European and World Aquathlon Championships. Next year, he will be racing for a German team in the Bundesliga triathlon series and moving to the Alps to (hopefully) level up his training!
Tom shares his journey with us; from “naughty kid” to high performer. This is part one of a two part blog.
The Rebellion
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 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.
Tom Epton.
No Manual, Just Misfires
Tom is a great example of how someone with ADHD can be highly productive, given the right conditions. But that doesn’t mean it’s been easy. His journey has been filled with failures and misunderstandings—failures to conform to neurotypical behaviour, and frequent misinterpretations of his words and actions.
Perhaps these early disappointments are what taught him to “stop and move on” when something clearly isn’t working. Like many neurodivergent individuals, Tom understands the danger of trying to fit into a box that wasn’t made for you. As an adult, it’s easier to recognise and avoid those traps—but as a child, without self-awareness or the ability to advocate for yourself, it's much harder. That was certainly true for Tom.
School Exclusions and Misunderstandings
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.
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 these challenges, Tom doesn’t credit his personal growth to the exclusions or school changes. Instead, he highlights the impact of one teacher: Mrs Smith.
From the time he was in Year 8, Mrs Smith "moved heaven and earth" to make sure he stayed in the same school through to sixth form. Tom says he owes his place at university almost entirely to her efforts.
Final Thoughts
Tom’s story reminds us that the journey to high performance often begins with being misunderstood. With the right structures, belief, and self-awareness, young people with ADHD can not only survive, but thrive. Tom’s now competing internationally in triathlon—and using his platform to support others through advocacy and storytelling.
This is part one of a two-part blog.
→ For the next chapter, read: The Formula for Thriving – A Neurodivergent Path to Performance
Follow Tom on Instagram: @tom_epton_
Check out his article on Training Peaks: How To Coach Athletes With ADHD From Personal Experience
Lessons from Tom’s Early Journey
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.
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.
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.
This blog post was written by Caragh McMurtry. Subheadings were added by the Neurodiverse Sport team to support readability.
