Alex discusses how tagged PDFs are great tools for information accessibility and inclusivity.
By the third week of term, routines are forming and expectations are clearer.
This is often when parents start hearing comments like,
“They just need to focus,” or
“They know what to do, they just don’t do it.”
Executive functions, the skills that help us start tasks, plan, remember instructions, manage time and regulate emotions are still developing in ADHD learners. Research summarised by AADPA makes it clear these skills cannot be built through pressure or consequences alone.
Telling a child to “try harder” when the skill itself is underdeveloped is like asking someone to see better without glasses.
ADHD learners benefit from external supports that make thinking visible: clear routines, visual reminders, shared planning and explicit instruction.
These supports don’t create dependence.
They create capacity.
Support isn’t a reward for failure.
It’s how skills grow.
