
Fostering Awareness and Equipping Educators
Recent research suggests that between 5 and 8% of the population has ADHD, but unfortunately, many of these cases go unrecognised, undiagnosed, and untreated. To address this gap, we dedicated our whole school Inset day in January to raising awareness and providing practical tools for understanding and supporting students with ADHD.
Our aim was to ensure that all staff—both teaching and support—are equipped with the knowledge and strategies to better recognise and respond to the unique challenges faced by students with ADHD. By fostering a school-wide understanding of this condition, we hope to create an environment where neurodiverse learners can thrive.
The Importance of Understanding ADHD
Over recent years, there has been significant progress in understanding neurodevelopmental conditions like ADHD and Autism Spectrum Condition. At Howell’s, we continuously strive to stay informed about the latest research and best practices, ensuring that we provide effective support for our students.
Our trainer for the day, Penny Kennedy from AdvanceADHD, brought a wealth of expertise to the session. Penny is an ALN Specialist Teacher, a qualified ADHD Coach, a Music Therapist, and a mother of two adult children with ADHD, giving her a unique and deeply personal perspective on the condition. Her comprehensive training helped staff gain a deeper understanding of ADHD and its neurological underpinnings.
Key Takeaways from the Training
The session began by defining ADHD from a medical perspective, explaining its neurological causes and how they impact behaviour. Penny guided us through the concept of Executive Function, which refers to the set of skills that help us complete tasks, focus, follow instructions, and regulate emotions. For students with ADHD, these skills can be impaired, making learning more challenging.
Staff were introduced to a wide range of strategies to help support students with ADHD, including the latest advice from experts and recommendations from the Welsh Assembly Government. However, one key takeaway was the understanding that there is no one-size-fits-all approach. ADHD is inherently inconsistent, and as such, it requires a flexible, patient, and positive approach. Our staff were encouraged to think creatively and find the strategies that work best for each individual learner.
Building a Culture of Understanding and Support
One of the most valuable insights Penny shared was the idea of thinking like a coach. Rather than simply instructing, we need to consider the language and messages we use to guide students toward effective strategies for managing their Executive Function. This coaching mindset helps staff engage students in a supportive and empowering way, fostering independence and success.
Throughout the day, it became clear that we are already on the right track. Many of the strategies Penny shared reinforced the excellent work our staff are already doing to support neurodiverse learners. However, there is always room to grow, and the training encouraged us to reflect on how we can continue to refine our practice.
Positive Feedback and Moving Forward
The feedback from staff has been overwhelmingly positive. Many have already started thinking about how they can adapt their teaching and support practices to better meet the needs of students with ADHD. While the training provided a lot of information, it also reinforced that we are making great strides in supporting our neurodiverse learners.
At Howell’s, we believe that by continuing to build awareness, understanding, and a collaborative approach, we can ensure that all our students—regardless of their neurodevelopmental differences—feel supported and empowered to reach their full potential.
If you’d like to learn more about ADHD or explore the resources we discussed during the training, please feel free to get in touch. Together, we can make a lasting difference in the lives of our neurodiverse learners.
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Further Reading:
What Is Executive Function? 7 Deficits Tied to ADHD
Why ADHD in Women is Routinely Dismissed, Misdiagnosed, and Treated Inadequately