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My guest for Episode #305 of the My Favorite Mistake podcast is John Willson, Executive Director of SOAR, the world’s premier outdoor adventure program serving youth with ADHD and learning disabilities.
With over 30 years of experience, John is a passionate advocate for experiential education and life skills development through structured, strengths-based environments. SOAR, which stands for Success Oriented Achievements Realized, supports young people ages 8 to 25 through summer camps, boarding schools, and gap year programs focused on building confidence and resilience.
John’s favorite mistake took place on Mount Katahdin, the northern end of the Appalachian Trail, where he unknowingly summited a false peak in poor weather conditions. Faced with a difficult decision—turn back through a dangerous route he already knew or forge ahead into unknown terrain—he pressed on despite worsening conditions. Although it was arguably the “wrong” decision in the moment, it led to a powerful sense of accomplishment and a safer descent than expected. John describes this as a “happy mistake” that taught him about risk, perseverance, and the sometimes unexpected rewards of pressing forward.
In our conversation, John shares how this philosophy of “failing forward” underpins SOAR’s mission. He explains how their structured programs help kids with ADHD and learning differences build critical life skills, develop self-awareness, and form friendships—often for the first time. We also explore the importance of creating environments where neurodiverse individuals are supported, understood, and encouraged to take safe risks, with a strong network behind them.
John and I also discuss the evolving understanding of ADHD, the challenges of diagnosis, and how labels matter less than building strategies that work. He shares practical advice for parents and adults alike, emphasizing the role of support systems, coaching, and compassion. Whether you’re a parent, educator, or someone navigating your own neurodiversity, this episode offers insights into how mistakes—when supported by reflection and community—can lead to breakthroughs.
Questions and Topics:
- What’s your favorite mistake?
- Is it true that one of your most common mistakes is people misspelling your last name?
- Did you go back and climb Mount Katahdin again on a clearer day?
- What do you mean by “summit fever”?
- If that decision had led to a bad outcome, would it change how you reflect on it?
- What lessons did you take away from that pattern of decision-making?
- What are some ways the SOAR summer camp is tailored for kids with ADHD or learning disabilities?
- How much of the benefit comes from being with other kids who share similar strengths and challenges?
- How does being in that kind of environment help kids feel more accepted?
- How does SOAR help kids who struggle to make friends build relationships?
- When were you diagnosed with ADHD?
- How did that diagnosis shape your connection to SOAR and the work you do?
- How many SOAR staff members also have ADHD, versus being trained to support it?
- What kind of person tends to thrive on your staff?
- What’s your take on people wondering if they have ADHD or if it’s anxiety or something else?
- What matters more—getting a diagnosis or developing the right coping strategies?
- What advice would you give someone recently diagnosed with ADHD—or who suspects they might have it?
- Can you talk about the role of support systems in success for neurodiverse individuals?
- What’s your view on younger people being more open about neurodiversity in the workplace?
- Can you share some practical first steps after receiving an ADHD diagnosis?
- Why is identifying your support network such a crucial part of success?
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- Full transcript
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Edited Summary
In Episode #305 of My Favorite Mistake, Mark Graban welcomes John Willson, Executive Director of SOAR, a nationally recognized adventure-based program for youth with ADHD and learning disabilities. John shares how a potentially dangerous choice on Maine’s Mount Katahdin became a “happy mistake” that taught him lasting lessons about judgment, resilience, and the power of support systems.
“It’s the opportunities that come from the mistakes we make that can be so tremendous.” – John Willson
What began as a technical misjudgment—continuing into stormy weather on the Knife Edge route—ultimately led to a powerful moment of self-discovery. John reflects on how that experience shaped his philosophy of “failing forward,” a key part of SOAR’s approach to education and personal development. At SOAR, young people learn not to fear mistakes, but to reflect, adapt, and grow stronger because of them.
“We take mistakes, we take failures, and examine what went right, what went wrong, and how we can improve.”
John and Mark explore the broader implications of this mindset: from teaching executive function strategies and emotional regulation to creating environments where neurodiverse individuals are not only accepted but set up for success. John also shares his own journey with ADHD and why developing a strong support network is the most consistent success factor across both childhood and adulthood.
“Even your mistakes can become part of the journey—if you’ve got the right support network.”
Resources discussed include CHADD.org, ADHD coaching, and the importance of psychological safety in camp, classroom, and workplace environments. Whether you're a parent, educator, leader, or someone navigating your own neurodiversity, this episode is a powerful reminder that mistakes are not detours—they're part of the map.
? Learn more about SOAR: soarnc.org
Automated Transcript (May Contain Mistakes)
Mark Graban:
Hi, welcome to My Favorite Mistake. I'm your host, Mark Graban. Our guest today is John Willson. He is Executive Director of SOAR, which is the world's premier adventure program serving youth with both ADHD and learning disabilities. SOAR stands for Success Oriented Achievements Realized.
Mark Graban:
SOAR’s outdoor adventure-based programs provide academic instruction, experiential education, and life skills development for youth and young adults from ages 8 to 25. We’ll have a chance to learn more about those programs and the impact they’re having. But first off, John, welcome to the podcast. How are you?
John Willson:
I'm wonderful. Thanks for having me.
Mark Graban:
It’s great to have you here. People will see in the show notes, Willson is with two L’s.
John Willson:
That’s correct.
Mark Graban:
So I’m guessing one of the most common mistakes in your life is people misspelling your name?
John Willson:
I do, and I'm fond of saying that I'm no garden-variety Wilson.
Mark Graban:
It’s pronounced Wilson—with two L’s. I'm sure that just rolls…
John Willson:
Rolls right off the tongue.
Mark Graban:
Rolls right off. So it goes to show, we make an assumption about how someone's name is spelled, and we could still be wrong, even with Wilson or variations on Smith. But at least John is straightforward, and I didn’t—I'm always afraid to mispronounce someone’s name—but I assume I got it right. John Willson.
John Willson:
That's me.
Mark Graban:
All right, so as we always do here, there’s a lot we could chat about, but I’d love to hear your story. John, what’s your favorite mistake?
John Willson:
So, I’ve had a chance to reflect on that question. It's a really interesting and brilliant question. As I was reflecting on my favorite mistake, it led to a theme—a pattern of mistakes—that I'll go into. But I’ll give you the specific event.
John Willson:
I was in Maine on an adventure trip, and I had decided to hike to the top of Katahdin. Mount Katahdin is the ending—or starting—point of the Appalachian Trail, depending on where you begin. There are two ways to get there. There's the classic route, where you just walk up and you're going up and over boulder fields.
John Willson:
Then there’s an access point called the Knife Edge. I decided to take the ridgeline—the Knife Edge. I left early in the morning, and by around lunchtime I reached the summit—or what I thought was the summit. I was really excited. But it turned out to be a false summit.
John Willson:
Then I looked ahead and the real summit disappeared into the clouds. It was a lot farther than I had anticipated. I had a decision to make: do I keep going, knowing that the walk down on the other path would be much easier than what I just did? Or do I turn around now, knowing what I've already accomplished and go back the hard way?
John Willson:
The more prudent choice—the “non-mistake” choice—would have been to go the way I came, because I knew it. But I knew that was going to be treacherous. So I went ahead and kept going. I reached the top of Mount Katahdin, but I could see nothing. I was completely socked in. Still, the sense of accomplishment I felt—the glorious moment of achieving that goal—was immense.
John Willson:
As it turned out, I was much closer to the summit than I realized, and the hike down ended up being much softer and easier. So in hindsight, even though I made the wrong decision, it worked out to my advantage in many ways.
John Willson:
And as I reflect on that, it’s kind of like getting happily lost. You’re traveling, and you take a wrong exit and suddenly find yourself in this little town you've never seen before. So you stop to have lunch at a little diner and have the best chicken fried steak you've ever had in your life. That wouldn't have happened if you hadn’t made that mistake and gotten lost.
John Willson:
It’s the opportunities that come from the mistakes we make that can be so tremendous. And I’ll close with one of my favorite quotes. Isaac Asimov, who wrote so many sci-fi books on robots, once said that great discoveries in science are rarely heralded with the word “Eureka!” Instead, they often begin with, “Huh… that’s funny.” So those “huh, that’s funny” moments—those happy accidents—are where life’s good memories live.
Mark Graban:
That's great. And I’m glad there wasn’t a more traumatic end to the story. Clearly, you survived it—you’re here to tell the story. I’m glad it didn’t involve being stuck on a mountain or hurting yourself in some way. I’m glad it was a happy accident, not a painful accident.
John Willson:
Well, you know, and the thing about making those kinds of choices is it really depends on your skill level. I’m an accomplished mountaineer and rock climber, so I really didn’t believe there was anything that the weather could throw at me that would be really sketchy. The truth is that sometimes climbing down in nasty, wet weather is much more dangerous than climbing up. So those kinds of factors play into the equation.
John Willson:
But summit fever is a real thing.
Mark Graban:
What do you mean by summit fever? Like, people not wanting to turn back?
John Willson:
Yeah, exactly. The summit's right there. You can practically reach out and touch it. So people keep going, and then you get this cascade of events—one bad decision leads to another, and another, and another—until suddenly it’s a disaster. I always try to think about the cascade of events and make decisions that don’t lead to that spiral.
John Willson:
So I believe I made an informed choice that worked out to my advantage. But again—happy accidents, happy mistakes.
Mark Graban:
Did you go back and climb it again on a better day?
John Willson:
You know, I’ve been to so many mountaintops that for me, it was less about the view and more about the personal history. Years ago, one of my first jobs at SOAR involved hiking parts of the Appalachian Trail with high school students on a semester course. We did school during the day, and we hiked portions of the trail.
John Willson:
I think we covered about 370 miles of the Appalachian Trail. We hiked through the Shenandoahs, up into Vermont and Pennsylvania, and certainly through the Smokies. We ended that particular journey at Springer Mountain, which—depending on where you start—is the beginning or end of the Appalachian Trail. I had seen one end, and getting to see the other was like a capstone for me.
John Willson:
But as I’ve gotten older… the last time I was on the Appalachian Trail, I met a guy who had a knee brace, and I offered him $1,000 for it—because my knees just don’t tolerate that kind of elevation gain and decline anymore.
Mark Graban:
I mean, I've only been up to the peak of two mountains in the Phoenix area when I used to live there, and I've gone back and visited. I've climbed Camelback Mountain in my 20s, 30s, and 40s. I'm now 51, and I should go back and do it again in my early 50s. It'll be easier now than later, you know? But yeah, I recognize that feeling of reaching the top.
Mark Graban:
Have you climbed Camelback before?
John Willson:
I've not, no.
Mark Graban:
Yeah, I mean, it's right in the city, and it really provides some unique views when you get up there. But yeah, I think there were times where I had some doubt. I'm not a technical climber. I was, with appropriate rest, in good enough shape to do it.
Mark Graban:
But I recognize some of what you're saying, including that going down is a different kind of challenge than going up.
John Willson:
Yeah.
Mark Graban:
Are there any other reflections or lessons learned when you talk about this pattern? I think what I heard you saying was, maybe on some level, a wrong decision, but a good outcome.
John Willson:
Sure.
Mark Graban:
Are there times where a wrong decision that leads to a bad outcome changes the way you think through things? Or is it just very situational?
John Willson:
You know, I think when you make a mistake—your podcast is called My Favorite Mistake—so often people’s favorite mistakes aren’t going to be the ones that led to tragedy, because they wouldn't be their favorite. But I would say one of my life philosophies, and one we practice at SOAR, is the idea of “failing forward.”
John Willson:
We take mistakes, we take failures, and we examine what went right, what went wrong, and how we can improve. One of the things I’ll do with a group is present an initiative. The nature of our kids is, rather than work through a plan, they just jump in and try something—and inevitably, they're going to fail.
John Willson:
So then I ask, “What did we do right? What did we do wrong? How can we maximize the things we did right? And how can we remove or overcome the obstacles that caused the failure?” And then we create a new plan.
John Willson:
For our kids—kids with ADHD and learning disabilities who can be particularly impulsive—learning how to both jump in with both feet and then also take that information and apply it toward a revised plan is critical.
John Willson:
I think about that kid, the experiential learner, who comes home and has taken apart the toaster. They did a great job taking it apart, but they weren’t sure how to put it back together. So what have I learned from that? I take pictures along the way now when I take things apart, so when I put them back together, they look like the picture. And I keep a little baggie of extra screws and parts that didn’t go back in—just in case I ever need them.
John Willson:
That’s the nature of strategy—how can you overcome routine obstacles, make a mistake, learn from it, and grow. The other thing we teach here is that you only grow by your willingness to push the envelope a bit.
John Willson:
But it's only effective to push that envelope if you've got a quality support network. Just yesterday, I did something that pushed my envelope. Some days I ride with a motorcycle group through the mountain twisties. The weather forecast said it would be a good day, but the leaves were down—and leaves and motorcycles don’t mix well.
John Willson:
We found ourselves riding in drizzle. Now the roads were wet, and there were leaves on the ground. Very early in the ride, my back tire fishtailed. I managed to keep it under control, but now I was at the edge of my comfort level.
John Willson:
What made that a more successful experience was the group I was with. They were really experienced riders, and we had front and sweep people. If anything had happened, we could have taken care of each other.
John Willson:
At one of the stops, I mentioned to the person behind me, “Hey, I’m having trouble keeping up with the person in front of me. This ride is really stressful.” He looked at me and said something that everyone should hear in a high-stress moment: “Ride at your pace.”
John Willson:
Don’t try to keep up. The person in front has a responsibility to slow down and make sure they're watching you. Ride at your pace.
John Willson:
It ended up being a very safe ride—a beautiful day in the mountains. The leaves were eventually pushed to the side, and the sun came out. But about halfway through, I decided I wasn’t comfortable slowing the group down or trying to keep up. So I peeled off and finished my own ride, at my pace. And it was much better that way.
John Willson:
Sometimes, if you’re going to be stretched and pushed to your edge, that’s where growth happens. But you really need a good, healthy, quality support network in order for mistakes to become favorite mistakes.
Mark Graban:
And I’m guessing what you're describing there—there are probably parallels to the SOAR program and summer camps. Helping kids get out of their comfort zones, but with a support structure around them.
John Willson:
Yeah, a rock climb is a great example of that. They’re on rope. They're being encouraged. They get to a point where they say, “I can’t do this anymore.” And I’ll say, “Take a breath. You’re in control. If you want to come down, you can. But if you think you can go just one more handhold, then give yourself that chance.”
John Willson:
Very often, they’ll go that one more handhold—all the way to the top. And then we talk about it when they get down: “Who was that support network for you? Who helped you succeed—or fail safely?”
Mark Graban:
So let's talk more about the SOAR program. What are some of the ways the summer camp is adapted or enhanced for kids with ADHD or learning disabilities?
John Willson:
There are a couple of things that make us particularly unique. The first is that we focus on what’s right about these kids—we emphasize their strengths and abilities. Second, we focus on helping them have successful outcomes. We’re going to challenge them, but not in a way that sets them up for failure. Instead, we push them just enough so they experience success, because success builds more success.
John Willson:
Third, we create an environment where kids are allowed to be themselves. We maintain a low staff-to-student ratio, which allows our staff to step in when things might go socially awry. That lets us redirect and have private conversations about what could have been done differently—and how that interaction could have been more successful.
John Willson:
We ask kids to climb their own personal accountability ladders as they work toward figuring out what works for them and what doesn’t. And finally, the environment itself is a big factor. Many of our kids are particularly suited to being outside. They're observant, they love nature, and they thrive in a setting like this.
John Willson:
So now you’re putting them in an environment that plays to their strengths. You’re focusing on those strengths. You’re giving them the structure and support to succeed. And our programs are incredibly structured—we support transitions and the way our kids deal with daily tasks in ways that help them thrive.
Mark Graban:
How much of the benefit comes from being in a camp with other kids who share similar strengths and challenges?
John Willson:
I think it’s remarkable. Not only are you seeing other kids who are like you, but you’re also interacting with adults who understand you—and who are creating an environment where you can thrive.
John Willson:
Upwards of 20% of the school-age population deals with some type of learning disability, autism spectrum disorder, or ADHD. And sometimes it seems like there are more than that in a given classroom. But what’s truly remarkable is what happens when kids are in environments that meet their needs—and where the adults around them are trained to support them effectively.
Mark Graban:
So yeah, that sense of feeling accepted—and having people who are less likely to get frustrated by those questions or other ADHD characteristics—I can see how that would be a huge benefit.
John Willson:
And you want to know where the biggest benefit is? The hidden gem? Often, these kids struggle to make friends. Sometimes they’re the ones who don’t get invited to the birthday party. And then they come to SOAR.
John Willson:
Because of the relationships we’re able to build—and the counselors’ ability to help manage social situations—they leave here with three new friends. And for some parents, just having one friendship is everything.
Mark Graban:
That’s great. I’d like to pivot a little bit and talk about your own experiences and knowledge around ADHD. When were you diagnosed?
John Willson:
I think I was in fifth or sixth grade.
Mark Graban:
That helps explain your connection to SOAR and the people you’re helping—and maybe the kinds of things you like doing in your free time. You mentioned motorcycles earlier. What else do you enjoy?
John Willson:
I’m a whitewater canoeist. I paddle class III and IV whitewater, much to my mom’s dismay. Growing up, everything I liked to do required a helmet.
Mark Graban:
When you think about the people who are best suited to work at SOAR, how many of your staff would you say have ADHD themselves versus having training to support it?
John Willson:
We get a fair amount of staff who are either diagnosed or self-diagnosed after they’ve been here. It helps if you have that understanding, but it's not required.
John Willson:
The ideal staffer is tenacious, patient, fun, doesn’t take things too seriously, and is willing to learn. If they’ve got grit, a sense of humor, and kindness, they’ll thrive at SOAR.
Mark Graban:
One other thing I wanted to ask about ADHD. I think maybe the language around it has evolved. When I was a kid, it was more commonly referred to as ADD. Is that accurate?
John Willson:
Yeah. When I was diagnosed, it was called Attention Deficiency Syndrome. Before that, it was even called minimal brain dysfunction. Later, there was ADD with hyperactivity and ADD without. Now we just call it ADHD, with different subtypes.
Mark Graban:
I was diagnosed with ADHD about two and a half years ago, after initially being in denial about a self-diagnosis. I saw a counselor, got a diagnosis, and then a year and a half later, got a conflicting diagnosis that said it might be more anxiety-related. That led me to wonder whether my challenges with executive function and attention were rooted in ADHD or something else.
Mark Graban:
I felt like I should have been better at paying attention. But in reality, I was often hyperfocused on the wrong things. It was less about a deficit of attention and more a struggle between what I wanted to do and what I needed to be doing.
Mark Graban:
I'm curious what you think about that—not asking you to diagnose anything, of course—but what are your reflections on how people experience this?
John Willson:
Here’s my honest opinion: the diagnosis only matters if it gets you the support you need. If medication is what helps, then sure, a diagnosis is important. But what matters more are the compensatory strategies you develop to handle your challenges.
John Willson:
Anxiety is at an all-time high in this country, and COVID did us no favors—especially for kids. Whether ADHD is the root issue or anxiety is exacerbating the symptoms, what matters is developing the coping mechanisms to manage those symptoms.
John Willson:
For parents, a diagnosis can help get services like IEPs or accommodations. But the most important thing is to identify your strengths, your challenges, and what you need to be successful. Once you know that, it helps narrow the path forward.
John Willson:
And I’m a huge fan of coaching. ADHD coaches can be amazing for the right person. It’s not about getting to the root cause but about creating strategies that move you toward your goals. Therapy also has its place, especially if there’s emotional baggage to work through that might be holding you back.
Mark Graban:
That’s all really helpful advice. One other thing I’ve learned: there’s no blood test or brain scan for ADHD. But one psychologist I saw gave me attention tests and said, “Objectively, your attention is excellent. What’s off the charts is the pressure you put on yourself.”
Mark Graban:
She helped me realize I was expecting myself to be perfect while assuming others didn’t struggle with wandering thoughts or focus. But that’s just being human.
John Willson:
That’s right. Another factor is conscientiousness. Some people are just highly conscientious—that’s both a gift and a curse. You care deeply and produce great work, but it takes a toll on other parts of your life. Some people say, “I’ll do my best and move on.” But if you’ve invested your whole being into it, it’s hard to let go.
John Willson:
One of my favorite sayings is: “Never let the great become the enemy of the good.” And another: “Comparison is the enemy of joy.”
Mark Graban:
That one hit me. Say that again?
John Willson:
Comparison is the enemy of joy. If I compare my work, my focus, or my outcomes to someone else’s, and I come up short, it robs me of joy. It steals my stoke. And you don’t want to steal your own—or anyone else’s—stoke.
Mark Graban:
That’s really powerful. And I love how that ties into your broader work.
John Willson:
Thanks. It’s something we teach at SOAR as well—how to find your joy and not let comparisons or unrealistic expectations take it away.
Mark Graban:
Let’s talk a bit more about next steps for someone who receives a diagnosis—whether it’s a child or an adult. What do you recommend?
John Willson:
There are a few great resources out there. One of the first stops I would suggest is CHADD.org—that’s C-H-A-D-D.org. It’s a national organization focused on ADHD, and I’m actually on their board. They provide a ton of helpful information.
John Willson:
Next, I encourage a thoughtful self-assessment: What are your strengths? What are your challenges? What do you—or your child—need to be successful? That clarity can really narrow the path forward and help with identifying supports and strategies.
John Willson:
And again, I’m a huge fan of coaching for ADHD. The right coach can help you develop systems and strategies to reach your goals. That’s different from therapy, which can be equally important if you’ve got emotional weight that needs processing.
John Willson:
Keep doing research, too. There’s a lot of good material online. Find what fits your personality and values. What works for one person might not work for another, but you’ll discover a mix of resources that support your growth.
Mark Graban:
You also mentioned something in the pre-call that really stuck with me—the idea that adults with ADHD often succeed when they’ve built support systems around them, even in the workplace.
John Willson:
Yes, absolutely. There used to be in-person ADHD support groups in every community. The internet changed that a bit—people tend to find their info online now—but there’s still a real need for connection.
John Willson:
And here’s what we know from working with young people who grow up and become successful adults with ADHD or learning differences: the one common thread is a strong support network. That’s the most important ingredient.
Mark Graban:
Yeah. That really resonates. I’ve seen people at the company I work with—young professionals in their 20s and 30s—openly talking about neurodiversity and how their differences are strengths. It helps others speak up, too, and helps build that support system.
John Willson:
Exactly. We all want to feel understood. And when you’ve got someone around you saying, “I get it,” or “I’ve been there,” it makes a huge difference. Whether it’s a camp counselor, a coworker, or a mentor—it’s those people who help you succeed and make even your mistakes part of the journey.
Mark Graban:
Well, that’s a great note to end on. Thank you again to John Willson, Executive Director of SOAR. The website is soarnc.org. We’ll have links in the show notes, of course. Thanks so much for being here and sharing your favorite mistake and everything you’ve learned from it.
John Willson:
My pleasure, Mark. Thank you.