Have you ever looked at a student with ADHD and thought:

“But you did this perfectly yesterday…”

Yesterday they started independently.

Yesterday they remembered the instructions.

Yesterday they completed the work.

Today?

They can't get started.

They've forgotten what they're doing.

They're frustrated before they've even begun.

It can look like they're not trying.

As teachers, we've all experienced it.

You explain the task, the student is looking straight at you, nodding along… and moments later they ask, "What are we doing?"

It can be easy to assume they weren't paying attention.

“Put your book away.”
“Pack up your things.”
“Come and sit on the mat.”

You’ve said it once.
Then twice.
Then five more times.

And somehow… it still doesn’t seem to land.

If this feels familiar, you’re not alone.

The language we use in the classroom doesn’t just describe behaviour — it shapes how we respond to it.

We often think of “focus” as sitting still, eyes forward, hands folded. But for many students—especially those with ADHD—focus doesn’t look like stillness. In fact, it’s the opposite.

Executive functioning challenges often go hand-in-hand with ADHD — impacting planning, focus, emotional regulation, and task completion. But with the right strategies, we can help students thrive in and beyond the classroom.

Understanding ADHD means more than just recognising restlessness or inattention.

It’s about seeing potential, creating structure, and equipping students with the tools they need to thrive — academically, socially, and emotionally.