Imagine a classroom where every child feels seen, heard, and supported to learn in the way that...
By the fourth week of term, many parents start asking a familiar question:
“If my child is capable, why does learning still feel so hard?”
This question comes up often for parents of children with ADHD, children who can hyperfocus on interests, think creatively and learn deeply through experience, yet struggle with traditional classroom tasks.
Research from QIMR Berghofer’s Australian ASD & ADHD Study reinforces that ADHD is a neurodevelopmental difference, not a lack of intelligence or motivation.
ADHD attention is driven by meaning, novelty, interest and immediacy. When learning feels abstract, repetitive, or disconnected, attention drops, not by choice, but by neurology.
Guidance from AADPA and ADHD Australia consistently shows that when learning is flexible, relevant and well-structured, ADHD learners engage more readily and persist for longer.
This isn’t about making learning easier.
It’s about making it enterable.
