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Since being diagnosed a few years ago, pieces of the puzzle keep falling into place. One was my childhood friendships. While my...

The renewed focus on inclusion within mainstream schools, alongside SEND reform, invites us to rethink not just systems and paperwork, but pedagogy itself. And at the centre of this opportunity is ADHD — now widely recognised as the most commonly SEND-supported condition in schools. This matters. If ADHD is the most prevalent area of need within SEND support, then inclusive classroom practice for ADHD is not a specialist add-on. It is mainstream teaching. If reform is to succ

School inspections and ADHD

How to create a sensory toolkit.

In almost every secondary school, there are students whose spoken contributions are confident, perceptive and often impressive — yet whose written work tells a very different story. They can debate, explain, question and analyse with ease, but when faced with a blank page in a classroom or an exam hall, their ability seems to disappear. Teachers may describe them as “inconsistent”, “underachieving”, or “capable but careless”. Exam results may not reflect their understanding.

Advocacy for students with ADHD-related dysgraphia

I was never the boy teachers worried about. I didn’t shout out. I didn’t disrupt lessons. I didn’t get excluded or sent out of class. In a boys’ school, that alone was enough to pass as success. Whatever was going on inside my head (the drifting attention, the mental fog, the constant effort it took to stay focused) never quite registered as something that required support. For years, I believed this meant I couldn’t really have ADHD. Like many men diagnosed later in life, m

For a long time, I did not recognise ADHD in the girls who sat quietly and did well. Neither, often, did they. In British classrooms, ADHD is still imagined as loud: the child who disrupts, forgets, fidgets, and demands attention. But for many Asian women, ADHD does not announce itself. It hides behind compliance, achievement, and exhaustion. Asian girls are rarely the ones teachers worry about. They are more likely to be described as diligent, polite, or simply “under press

ADHD is often imagined as loud, visible, and disruptive — the restless child who cannot sit still, the pupil who draws attention to themselves. This stereotype is already narrow. But it is also racialised. For many Black people in the UK, ADHD is not recognised early, treated consistently, or understood compassionately. Instead, it is misread — filtered through cultural expectations, institutional bias, and unequal access to healthcare. To explore the Black experience of ADH

Does ADHD prevent teachers from teaching?

Intrusive sleep is a prevalent issue for many children and adolescents with ADHD. It involves sudden, overwhelming urges to sleep, which...

Creating displays for the neuroviverse brain.

When you hear the term ADHD, it’s often accompanied by stereotypes or misconceptions. Many people still see it as a mental illness,...

Living as an expat for almost a decade meant life was full of excitement, fresh experiences, and cultural exchanges. However, for...

Recognising the early signs of Attention Deficit Hyperactivity Disorder (ADHD) in children is vital for educators and parents. Timely...