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Course Description

This course provides secondary teachers with practical, neuro-affirming strategies to create an inclusive environment for students with ADHD. Participants will learn to recognise ADHD presentations, implement techniques such as chunking and positive reinforcement, and design flexible routines that support student focus and engagement. The course also emphasises fostering emotional wellbeing, promoting a positive ADHD identity, and collaborating with parents and specialists to create individualised learning plans. By the end, teachers will be equipped to celebrate the strengths of students with ADHD while addressing their specific needs.



Audience

Secondary Teachers 


Teaching Standards

1.6.2 Proficient Level - Know students and how they learn - Strategies to support full participation of students with disability:  Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements

4.1.2 Proficient Level - Create and maintain supportive and safe learning environments - Support student participation:  Establish and implement inclusive and positive interactions to engage and support all students in classroom activities



FREE with  Online Subscription


Participant Feedback


"This course was great, and has provided me with additional strategies to better support students with ADHD."



"A great awareness of the way the ADHD student perceives the world and suggested strategies to support their learning."



"Some great information and examples offered for neuro-diverse affirming language."

Course curriculum

  • 1

    Introduction

    • Welcome

    • Acknowledgement of Country

    • Learning Objectives

    • Teaching Standards

  • 2

    Module 1 - Introduction to ADHD

    • Introduction

    • Overview of ADHD: What is Attention Deficit Hyperactivity Disorder?

    • Characteristics and Traits of ADHD – Inattentive Presentation

    • Characteristics and Traits of ADHD – Hyperactive-Impulsive Presentation

    • Characteristics and Traits of ADHD – Combined Presentation

    • Quiz: Understanding ADHD

    • Recognising ADHD in Adolescents

    • Neuro-Affirming Approach in the Classroom

    • ADHD vs. ADD: Understanding the Differences and the Spectrum

    • Shifting the Language: Moving Beyond Deficit-Based Language

    • Neurodiversity and ADHD: Viewing ADHD as Part of the Diverse Ways Students Process Information

    • Reflection Question

    • Reference List for Module 1
  • 3

    Module 2 – Promoting Positive Behaviour and Learning Engagement

    • Introduction

    • Recognising Individual Differences: Understanding Neurodiverse Behaviours in Students with ADHD

    • Understanding Behaviour as Communication for Secondary Students with ADHD

    • Support Strategies Based on Observations for Students with ADHD

    • Affirming Learning Styles: Supporting Preferred Ways of Learning

    • Supporting Visual Learners with ADHD: Using Visuals, Colour-Coding, and Graphic Organisers

    • Supporting Auditory Learners with ADHD: Using Verbal Instructions, Storytelling, and Repetition

    • Supporting Kinaesthetic Learners with ADHD: Using Movement, Hands-On Activities, and Physical Engagement

    • Strengthening Focus Through Engagement: Using Engaging Materials, Sensory Tools, and Varied Activities for Secondary Students with ADHD

    • Neuro-Affirming Environment for Engagement and Focus in Secondary Classrooms

    • Class Activity

    • Reflection Question

    • Reference List for Module 2
  • 4

    Module 3 – Using Chunking, Positive Reinforcement, and Flexible Routines

    • Introduction

    • Chunking Information for Clarity and Task Completion

    • Strategies for Chunking in Various Subjects

    • Positive Reinforcement and Strengths-Focused Feedback

    • Strategies for Positive Reinforcement in Secondary School

    • Using Flexible Routines: Providing Structure and Freedom for Students with ADHD

    • Strategies for Implementing Flexible Routines

    • Examples of Implementing Flexible Routines

    • Optimising the Classroom Environment for Sensory and Behavioural Support

    • Challenges in Optimising Multiple Classrooms

    • Reflection Question

    • Reference List for Module 3
  • 5

    Module 4 – Supporting the Social and Emotional Wellbeing of Adolescents with ADHD

    • Introduction

    • Understanding the Emotional Impact of ADHD

    • Building a Positive Identity Around ADHD

    • Fostering Self-Advocacy in Adolescents with ADHD

    • Activity: Self-Advocacy Prompts

    • Creating Inclusive Group Work - Part 1

    • Creating Inclusive Group Work – Part 2

    • Reflection Question

    • Reference List for Module 4
  • 6

    Module 5 – Neuro-Affirming Communication with Parents and Specialists to Support Students with ADHD

    • Introduction

    • Strength-Based Conversations with Parents

    • Activity: Strengths-Based Language

    • Collaborating with Specialists

    • Creating Individualised Learning Plans (ILPs)

    • Best Practices for Developing Neuro-Affirming ILPs in Secondary Schools

    • Reflection Question

    • Reference List for Module 5
  • 7

    Course Feedback

    • Course Feedback

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