Learning Diversity

Understanding ADHD in the Primary Years

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental difference that affects both children and adults. Current research estimates that approximately 5–10% of children and around 3–4% of adults worldwide experience ADHD. It is characterised by patterns of inattention, hyperactivity, and/or impulsivity that can affect learning, behaviour, and daily functioning.

Recent research highlights that ADHD presents differently across individuals. While boys are more frequently diagnosed, there is growing evidence that girls may be under-identified due to less overt hyperactive behaviours and more internalised symptoms, such as inattention or anxiety. This has led to increased awareness and improved approaches to identification.

ADHD is influenced by a combination of genetic and environmental factors, and it is important to recognise that it is not caused by a single factor. It is also a lifelong condition for many individuals, although its presentation can change over time.

Importantly, ADHD is associated with a range of strengths. Many individuals with ADHD demonstrate high levels of creativity, problem-solving ability, energy and the capacity to think in flexible and innovative ways. When supported effectively, these strengths can be a powerful asset in the classroom and beyond.

Supporting Students with ADHD at St. Fidelis 

These include:

• Structured routines: Predictable classroom routines help reduce cognitive load and support students in staying organised and focused.
• Clear and concise instructions: Breaking tasks into manageable steps and checking for understanding can improve task completion.
• Movement breaks: Incorporating short, planned movement opportunities can assist with regulation and concentration.
• Visual supports: Timetables, checklists and visual cues help students stay on track and build independence.
• Positive reinforcement: Recognising effort and success builds confidence and encourages engagement.
• Flexible learning approaches: Differentiated teaching, including hands-on activities and choice, supports diverse learning needs.
• Calm spaces: Access to a quiet or sensory space can help students regulate when feeling overwhelmed.

We also emphasise the importance of strong partnerships between school and home, early identification, and a strengths-based approach to learning and wellbeing.

At our school, we are committed to creating inclusive learning environments where all students are supported to succeed, recognising both the challenges and the unique strengths that neurodiverse learners bring to our community.

Learning Diversity Leader | Vira Pirrotta