Learn how inclusive education has advanced in 2025 through data-driven designs, AI tools, and a...
By Week Five, you’re halfway through the term.
Patterns are clearer now. Parents know how mornings feel. Teachers can see who is coping and who is quietly struggling. The early optimism of a new school year has met reality.
This is often when bigger questions emerge.
ADHD awareness has grown, but readiness hasn’t always kept pace. Advocacy and policy work by ADHD Australia highlights that many educators report limited training and confidence in supporting ADHD learners, despite rising prevalence and complexity.
This isn’t about individual teachers.
It’s a systems issue.
ADHD-ready learning environments prioritise predictability, flexibility, explicit executive-function support and collaboration with families. These principles align with evidence-based guidance from AADPA and inclusive education research.
When learning environments are designed this way, outcomes improve not just for ADHD learners, but for anxious students, language-diverse learners and overwhelmed educators.
ADHD learners don’t need fixing.
They need environments that are ready for them.
