What does it mean to be neurodivergent
Perceptions and Practices Towards Inclusive Education for Children with ADHD in Scotland: A Qualitative Investigation.
Research shows that students with ADHD often struggle in traditional classrooms due to difficulties with attention, organization, and executive functioning skills. These challenges can impact their ability to sustain focus, complete assignments, and regulate behavior during instruction. However, studies indicate that structured environments, clear expectations, and intentional supports can improve engagement and academic performance. Instructional strategies such as breaking tasks into smaller steps, incorporating interactive learning activities, and providing frequent feedback are particularly effective. Additionally, supportive teacher–student relationships and inclusive practices foster learning environments in which students with ADHD can be more successful academically and socially.
Read MoreMethylphenidate-Related Improvements in Math Performance Cannot Be Explained by Better Cognitive Functioning or Higher Academic Motivation: Evidence From a Randomized Controlled Trial
This study found that while medication (methylphenidate) can improve math performance in students with ADHD, these gains are not attributable to improved cognitive skills (e.g., working memory) or increased motivation. Instead, improvements were associated with increased self-perceived competence, indicating that students performed better when they felt more capable. For general education math teachers, this suggests that boosting students' confidence and sense of success may be as important as addressing skill deficits. It also reinforces that ADHD-related struggles in mathematics are not simply due to a lack of ability or effort; therefore, instruction should focus on support rather than remediation alone. Teachers can apply this by providing frequent positive feedback, opportunities for success, and low-stakes practice to build confidence. Overall, the study highlights that improving how students feel about their math ability can significantly impact their performance.
Read MoreMedical education: Accommodating students with ADHD.
Students with ADHD are often misunderstood and under-supported, largely due to a lack of teacher training in effective strategies. It highlights the importance of using varied, interactive teaching methods rather than relying solely on lecture, as well as clearly stating and revisiting learning goals throughout a lesson. Providing structure through step-by-step guidance and organizational support is essential, since ADHD impacts planning and working memory. The authors also stress the value of allowing movement, breaks, and flexible participation to support attention and engagement. Additionally, teachers should reframe ADHD-related behaviors as differences rather than defiance and work to channel student energy productively. Overall, the article underscores that effective support comes from designing instruction that aligns with how students with ADHD learn.
Read MoreThe acceptance and rejection of peers with ADHD and ASD in general secondary education
The study found that students with ADHD (and ASD) are generally less accepted and more rejected by their peers compared to typically developing students in general education classrooms. This suggests that social challenges, not just academic ones, play a major role in their school experience. Interestingly, most peers reported neutral attitudes, meaning rejection is not always due to strong dislike but may come from misunderstanding or lack of connection. The research also showed that peer attitudes and rejection are closely linked, so how students perceive ADHD directly affects inclusion. For teachers, this highlights the importance of intentionally building positive peer relationships, structured collaboration, and an inclusive classroom culture. Overall, supporting students with ADHD requires not just academic strategies but also actively improving their social acceptance in the classroom.
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