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Ross Morrison McGill founded @TeacherToolkit in 2007, and today, he is one of the ‘most followed educators’on social media in the world. In 2015, he was nominated as one of the ‘500 Most Influential People in Britain’ by The Sunday Times as a result of…
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Is ADHD really just about attention and behaviour?
ADHD is not just a behavioural issue—it’s linked to how different brain networks communicate, even at rest. This research offers major implications for how teachers support students in the classroom.
I remember teaching in my London classroom, watching many students with ADHD fidget, tap their pen, stare out the window, and struggle to settle. No amount of behaviour management worked! Now, research confirms what I suspected—ADHD isn’t just about attention; it’s about how the brain connects.
This research focuses on the neurological basis of ADHD.
What does ADHD do to the brain?
Published in 2024, Cumulative Effects of Resting-State Connectivity Across All Brain Networks Significantly Correlate with ADHD Symptoms (Journal of Neuroscience, 2024) suggests that ADHD symptoms are linked to brain-wide connectivity rather than just inattention or hyperactivity.
The study (n = 11,000 children (age 9–10 at baseline) found that the way different brain regions communicate at rest affects attention, impulsivity, and self-regulation.
This challenges the traditional view of ADHD as a simple attention disorder and suggests that teachers need to focus on supporting brain function rather than just managing behaviour.
What do teachers need to know?
ADHD is typically seen as difficulty with attention, impulsivity, and hyperactivity. However, this research suggests a deeper cause: how the entire brain connects and communicates.
The study found that ADHD symptoms correlate with differences in resting-state networks—brain connections active even when a person is not focused on a task. These networks help regulate thoughts, attention, and emotions.
In students with ADHD, resting-state networks function differently, making it harder to concentrate and self-regulate.
This means ADHD is not just about a child being easily distracted or impulsive; it is about how their brain is wired. Teachers must rethink traditional behaviour management strategies and instead focus on supporting the brain’s ability to regulate itself.
Credit: Journal of Neuroscience, 2024
Practical steps for supporting ADHD students
If ADHD is linked to how the brain processes information at rest, classroom strategies need to go beyond simple behaviour management. Instead of just asking students to “pay attention,” teachers should consider how their brain networks might be affecting learning.
Many traditional approaches—such as strict seating plans or rigid routines—may not address the core issue. A student with ADHD may struggle, not because they are lazy or disruptive, but because their brain does NOT connect information in the same way!
By recognising ADHD as a neurological difference rather than a behaviour problem, teachers can create more brain-friendly classrooms that support rather than punish students. Teachers can use 5 neuroscience-backed strategies to help students with ADHD thrive:
- Structure and Routine – Predictability helps regulate brain activity. Use visual schedules, clear transitions, and consistent expectations.
- Frequent Brain Breaks – Short, structured movement or sensory breaks can help reset focus. Try physical or mindfulness exercises.
- Multisensory Learning – ADHD students may struggle with passive learning. Use visuals, hands-on activities, and technology to improve engagement. Understanding how neurodiversity and cognitive load interact can further inform these approaches.
- Self-Regulation Strategies – Teach students to monitor their own focus with timers, checklists, and reflection tools. Metacognition (“How focused am I?”) can improve self-awareness.
- Classroom Adjustments – Reduce distractions by minimising visual clutter, offering noise-reducing headphones, or creating a quiet ‘focus area’.
Applying principles from cognitive science in the classroom can aid in creating such supportive environments. For additional insights, consider these 10 behaviour management tips for children with ADHD, and to implement these strategies effectively, consider using The 5 Minute Behaviour Plan – which I now know should be renamed, The 5-Minute Attention Plan!
CPD questions for teachers:
- How does this research change the way ADHD is understood in teaching?
- Are traditional behaviour management strategies enough, or do they need rethinking?
- How can classrooms be designed to support students with different brain connectivity patterns?
- What role does movement play in supporting attention and engagement?
- How can teachers encourage students with ADHD to develop their own focus strategies?
- What professional development is available on ADHD and neurodiversity in schools?
- How can lesson planning be adjusted to better suit students with ADHD?
- Are school-wide policies supporting or hindering students with ADHD?
- What role do parents play in reinforcing these strategies at home?
- Could the principles of ADHD support benefit all students, not just those with a diagnosis?
The research concludes:
Our findings provide strong evidence for the use of brain-wide summary measures of resting-state connectivity as a predictive measure of ADHD.
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