Classroom Enviornment
“Not a cookie-cutter situation”: how neurodivergent students experience group work in their STEM courses
This article highlights that there is no single, “one-size-fits-all” way neurodivergent students—particularly those with ADHD—experience learning in STEM environments such as mathematics. Instead, students demonstrate a wide range of individual strengths, challenges, and strategies, including differences in organization, time management, communication, and self-advocacy that directly shape their academic success. From a secondary general education math perspective, this reinforces that both diagnosed and undiagnosed students may encounter similar barriers when classroom structures do not align with their cognitive and behavioral needs.
This work matters because it shows that commonly used instructional practices—such as group work—can either support or unintentionally create barriers depending on how they are designed. Factors like group dynamics, clearly defined roles, and classroom culture significantly influence whether students feel included, overwhelmed, or able to contribute meaningfully. The findings emphasize that student success is shaped by the interaction between learner needs and the learning environment, underscoring the importance of intentionally structured, flexible, and inclusive instructional practices that support diverse ways of thinking and participating.
Comparison of the DSM-IV combined and inattentive types of ADHD in a school-based sample of Latino/Hispanic children.
This study compares the combined and inattentive subtypes of ADHD, highlighting that students with predominantly inattentive symptoms often experience significant academic difficulties despite displaying fewer overt behavioral disruptions. In contrast, students with the combined type exhibit more noticeable hyperactive and impulsive behaviors, which are more likely to draw teacher attention. Both groups, however, demonstrate meaningful challenges in areas such as attention, task completion, and academic performance.
From a secondary general education math perspective, this work matters because it reveals how easily students with inattentive ADHD—often quieter and less disruptive—can be overlooked despite needing substantial academic support. In classrooms with both diagnosed and undiagnosed students, many learners may struggle with focus, organization, and persistence without exhibiting behaviors that typically prompt intervention. The findings emphasize the importance of recognizing less visible forms of inattention and providing proactive supports for all students. Ultimately, this research underscores the need for inclusive instructional practices that address a range of attention profiles, ensuring that both visible and less visible learners receive the support necessary to succeed in mathematics.
Fidget Tools as Interventions: Examining the Effects of Fidget Devices on Disruptive Behavior in Students with Autism
This study examines the growing use of fidget tools—such as pop-its, sensory putty, and foot bands—as interventions to reduce disruptive behavior in students with autism, a population with overlapping needs often seen in students with ADHD. Findings indicate that the effects of these tools are inconclusive, with no consistent evidence that they reliably decrease disruptive behavior across students.
From a secondary general education math perspective, this work matters because it challenges a widely accepted classroom practice: the assumption that fidget tools automatically improve focus and behavior. For teachers working with both diagnosed and undiagnosed students, the research suggests that these tools should not be used as a universal solution, but rather implemented thoughtfully and monitored for individual effectiveness. The findings reinforce the importance of pairing tools with intentional structure, clear expectations, and broader behavioral supports. Ultimately, the study highlights that student engagement and regulation are complex and require responsive, evidence-based approaches rather than one-size-fits-all interventions.
Do students learn better when seated close to the teacher? A virtual classroom study considering individual levels of inattention and hyperactivity-impulsivity
This study investigates whether students learn more effectively when seated closer to the teacher, with particular attention to those who exhibit inattention or hyperactivity-impulsivity. Using a virtual classroom setting, the researchers found that students with higher levels of these challenges showed improved focus and learning when they were positioned nearer to the teacher. Proximity appeared to reduce distractions and support sustained attention during instruction.
The findings highlight how classroom layout can play a meaningful role in student success, especially for those with attention-related needs. For secondary teachers, this suggests that intentional seating arrangements can be a simple yet powerful strategy to increase engagement and improve academic outcomes. It reinforces the idea that small, thoughtful adjustments in the learning environment can better support a wider range of learners.
Classroom observations of students with and without ADHD: Differences across types of engagement
This study highlights that students with ADHD demonstrate consistently lower levels of academic engagement and significantly higher rates of off-task behavior compared to their peers during classroom instruction, including in math settings. Notably, while students with ADHD were just as capable of active engagement (e.g., participating, responding), they struggled more with passive engagement tasks such as listening or independently following along, which are common in traditional instruction.
From a secondary general education math perspective, this work matters because it reframes student disengagement as a difference in how students access instruction rather than a lack of ability or motivation. Many students—both diagnosed and undiagnosed—may appear inattentive simply because classroom tasks rely heavily on passive engagement, which is less accessible for learners with ADHD. The findings suggest that increasing opportunities for active participation, structured interaction, and visible thinking can significantly improve engagement. Ultimately, this research underscores the importance of designing math instruction that aligns with how students engage best, rather than expecting all students to adapt to traditional, passive learning formats.