Course Overview

This engaging, reflective and practical course aims to enhance teaching and learning in mainstream primary classrooms by developing teachers' understanding of ADHD and how it presents in diverse learners, including important differences between girls and boys.

Pupils engage with learning in different ways, and ADHD can impact attention, executive functioning, emotional regulation and motivation. This course develops teachers' understanding of ADHD and its influence on learning, concentration and regulation, supporting more informed and inclusive classroom practice.

Participants will explore ADHD as a difference, using a strengths-based, neurodiversity-affirming approach. Teachers will develop their ability to recognise ADHD, especially in less visible presentations such as inattentive ADHD across both girls and boys.

The course provides practical, evidence-informed strategies to support focus, organisation, self-regulation and engagement across whole-class teaching, group work and independent tasks. Teachers will also explore Universal Design for Learning (UDL), flexible assessment practices and flexible learning environments.

Learning Outcomes

• Enhanced knowledge of ADHD, including differences between girls and boys
• Improved understanding of how ADHD impacts attention, executive functioning, emotional regulation, motivation and learning
• Clear understanding of teacher role in identifying ADHD
• Increased confidence in applying inclusive approaches to teaching and assessment, including UDL principles, to support engagement and learning
• Critically reflect on current classroom practice and identify ways to create more inclusive, supportive learning environments for all pupils