“This Is Boring!”
Some ADHD students can struggle with tasks they already know how to do.
“This is boring!”
“Do we HAVE to do this?”
“I already know how to do it!”
Sound familiar?
We've all heard these comments in the classroom. And while it's easy to interpret them as avoidance, defiance or a lack of effort, for some students with ADHD, there's something more going on.
Sometimes the challenge isn't understanding the work. It's getting their brain to engage with it.
ADHD isn't simply about an inability to pay attention. It's also about difficulty regulating attention and motivation.
For many students with ADHD, engagement is influenced by:
Interest: Does this capture my curiosity?
Novelty: Is there something new or different?
Challenge: Does this make me think?
Urgency: Is there a clear reason to act now?
Feedback: Can I see that I'm making progress?
A student might spend an hour creating an elaborate LEGO masterpiece, yet struggle to complete ten minutes of repetitive maths questions.
It's not necessarily that they're choosing to concentrate on one and ignore the other.
Their ability to access and sustain attention can change depending on the task.
What Might This Look Like in Your Classroom?
You may notice a student who:
Understands the content but struggles to begin independent work.
Rushes through repetitive tasks, making avoidable mistakes.
Constantly asks when the activity will finish.
Becomes distracted during routine practice.
Produces fantastic work on topics they love but very little on others.
Seeks movement, conversation or stimulation when disengaged.
Before assuming they're simply not trying, consider:
“Is this student struggling with the learning, or with engaging in the learning?”
1. Add a Little Novelty
You don't need to reinvent the lesson.
Try swapping a worksheet for mini whiteboards, adding a quick challenge or changing how students respond.
Sometimes a small change in presentation can make familiar learning feel fresh.
2. Offer Limited Choices
Give students some ownership over how they complete a task.
“Would you like to start with the written questions or the matching activity?”
“Would you prefer to work at your desk or the standing table?”
Keep the learning goal the same, but offer flexibility in how they get there.
3. Make the Starting Point Smaller
Instead of presenting a full page of questions, try: “Let's start with the first three.”
A smaller starting point can reduce the effort required to begin and provide an achievable first success.
4. Check Whether They Need More Challenge
Sometimes boredom is a sign that the student has already mastered the skill.
Rather than giving them more of the same, consider opportunities to apply, extend or explain their learning.
More work isn't always more learning.
5. Make Progress Visible
Use short checklists, visual timers or clearly defined finishing points.
When students can see what they've completed and what's left, the task may feel more manageable.
BONUS TIP: A Small Change in Language
Instead of:
“Stop complaining and get on with it.”
Try:
“I can see you're finding this hard to get into. Let's work out the first step.”
Instead of:
“You can concentrate when you want to.”
Try:
“What helps you focus when something isn't interesting?”
Instead of:
“You've done this before. It should be easy.”
Try:
“You know how to do this. Let's find a way to make getting started easier.”
We're not removing expectations.
We're supporting students to meet them.
The next time a student tells you something is boring, pause before interpreting it as a behaviour problem.
Ask yourself:
Could I make this task easier to start, more engaging or appropriately challenging without changing the learning objective?
Because sometimes the difference between a disengaged student and an engaged one isn't a completely different lesson.
It's one small adjustment.
Remember This
Knowing how to do the work doesn't always mean being able to engage with the work.
And when we understand that difference, we can stop focusing solely on compliance and start building the skills that support learning.
Until next time,
