education

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

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

Does ADHD prevent teachers from teaching?

Creating displays for the neuroviverse brain.