Rethinking ADHD in Learning

When you hear the term ADHD, it’s often accompanied by stereotypes or misconceptions. Many people still see it as a mental illness, something to be 'cured' or 'managed'. But in reality, ADHD isn’t a mental illness — it’s a neurodevelopmental difference that affects how the brain develops and functions. Understanding this is key to providing better support for children, parents, and teachers alike.

ADHD Is a Neurodiversity, Not an Illness

First and foremost, it’s important to recognise that ADHD is part of the brain’s natural variation — known as neurodiversity. It's characterised by differences in attention regulation, impulse control, and activity levels. It's not a disease or disorder that requires healing, but rather a distinct brain wiring pattern.

Many who have ADHD thrive when given the right environment and support. They frequently exhibit exceptional creativity, energy, and innovative thinking. But traditional support systems tend to focus on 'fixing' or 'reducing' symptoms, which can be unhelpful or even harmful to a child’s self-esteem.

The Shortfall of Current SEND Support Systems

Despite increasing awareness, the current Support for Special Educational Needs and Disabilities (SEND) systems struggle to meet the needs of children with ADHD. Schools are often pressed for resources, and the support mechanisms are underfunded, undertrained, or too bureaucratic to respond quickly and effectively.

Many children with ADHD fall through the cracks because their needs aren’t fully understood or properly accommodated. Instead of tailored support, they are often expected to fit into standard classroom structures. This can lead to difficulties with behaviour, low self-confidence, and an increased risk of exclusion.

Why We Need a Radical New Approach

The big question is: how do we improve things? The answer is that we need a radical rethink of how we support neurodivergent children, moving away from a deficit model towards one that recognises strengths and differences.

This includes:

• Personalised learning: recognising that children with ADHD learn differently and designing flexible curricula that adapt to their needs rather than forcing them into a one-size-fits-all education system.

• Enhanced Training for Educators: Teachers need ongoing, specialised training on neurodiversity to understand ADHD not as a behavioural problem but as a different way of thinking.

• Early Intervention and Support: providing tailored support at the earliest signs of difficulties, rather than waiting until problems become severe.

• Collaborative Support Systems: working alongside parents, mental health professionals, and the children themselves to develop strategies that play to their strengths.

A New Perspective on Support and Success

Changing the way we understand and support ADHD isn’t just about better resources; it’s about a paradigm shift in education and society. We need to celebrate neurodiversity and understand that children with ADHD can flourish if given the right opportunities.

Imagine classrooms that are more flexible, inclusive, and tailored to each child's strengths. Think about schools that see difference as a positive rather than a problem and support that empowers children rather than labels or punishes them.

Embracing Change for a Brighter Future

ADHD isn’t a mental illness — it’s a natural variation in how our brains work. Our current systems are struggling because they weren’t designed to support neurodiverse children effectively. To truly serve all children, we must be willing to think radically, challenge existing practices, and embrace a more inclusive, understanding approach. Only then can we create a place where every child can thrive, be confident, and succeed in their own way.

a teacher presenting to a group of diverse students