Wellbeing

Staff Professional Learning: Understanding ADHD Through a Neuroaffirming Lens

As part of our ongoing commitment to supporting every learner, our teaching and education support staff recently participated in professional learning on understanding ADHD through a neuroaffirming lens. The session was delivered by experienced psychologists from the Department of Education's Student Support Services team, who work closely with schools to support students with diverse learning and wellbeing needs.

Staff explored how ADHD can affect skills such as attention, organisation, emotional regulation, working memory and impulse control. They also learned about executive functioning, the concept of the "executive age gap," and practical classroom adjustments that help students access learning, build independence and experience success.

Importantly, this learning reinforces the understanding that students with ADHD are not choosing to be inattentive or disorganised. Instead, they may require different supports, strategies and opportunities to thrive. By understanding how ADHD presents in different children, we can better respond to their strengths and needs while creating inclusive learning environments where every student feels understood, supported and capable.

Many of the strategies explored also benefit all students by promoting clear routines, explicit teaching, predictable expectations and opportunities to develop self-regulation and independence.

At SEPS, we are committed to continually strengthening our knowledge and practice so that every student feels understood, supported and able to thrive.