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Australian Teacher s working with students with ADHD ADHD Australia
New data from ADHD Australia shows that educators are feeling under-trained and under-resourced to provide adequate learning environments and outcomes for students with ADHD.
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ADHD is the most prevalent neurodevelopmental disorder in Australia, affec�ng 1 in 20 children.
Characterised by persistent pa�erns of ina�en�ve, impulsive, and hyperac�ve behaviour, it is associated with learning challenges as ADHD students o�en have personali�es and learning styles not aligned with typical classroom expecta�ons.
A na�onal report released today, ‘Building Brighter Pathways: ADHD Australia Educa�on Survey’, surveyed over 1,000 primary, secondary, and ter�ary educators, and can reveal that, despite an es�mated 1 child with ADHD in every classroom, educa�onal ins�tu�ons are not preparing Australia’s next genera�on of educators to accommodate learning styles of ADHD students.
The report found 87% of educators surveyed voice that they were not taught during their teaching educa�on how to recognise the symptoms of ADHD. Once on the job, just 34% are sa�sfied with the level of training and support provided to support children with ADHD in the classroom. As a result, only 45% of the na�on’s educators believe they have knowledge and understanding of how to support ADHD students.
To build brighter pathways for students, 93% of educators surveyed agree that further educa�on and resources to recognise and support ADHD students is necessary. The need for further professional development is echoed by parents of ADHD students. In the survey, 95% of parents agree that addi�onal training is needed for educators to help them be�er understand and support ADHD students.
Ceri Sandford, a former teacher, and host of the successful “Wine with Teacher” podcast, states that educators are aware that a “knowledge gap” exists around the presenta�ons of each type of ADHD and are constantly seeking resources to further their understanding of it. She states that:
“More educa�on is required around the presenta�ons of each type of ADHD, as well as how these differ based on gender. In my experience managing and educa�ng a social media community of 40,000 teachers, they are always interested in learning how they can provide be�er learning environments that will support and advocate for students with ADHD and other neurodivergent students. As educators, by speaking with each child about their ADHD, we can be�er understand it, then use this knowledge to design individual systems and supports that will give them the skills to be successful. I’ve taught countless neurodivergent students who are excep�onally crea�ve and unique. It all starts with a conversa�on and recognising that their difference is their strength.”
Professor Michael Kohn, Chair of ADHD Australia and a leading specialist in childhood and adolescent ADHD, believes the tradi�onal approach to educa�on needs significant changes to build brighter pathways for students with neurodevelopmental disorders.
“We have discovered so much about brain development, and how to assess and support young neurodiverse people in learning over the last two decades, but teacher training and educa�on policy is yet to catch up. To close the gap, ADHD
Australia is holding a virtual summit on October 21 of current trainers and programs as well as launching specialist learning modules for educators that will help them iden�fy, guide and teach children with ADHD and other neurocondi�ons. These will be free to access for educators all over Australia, through a link from the ADHD Australia website.”
ADHD Australia Educa�on Summit:
Building Brighter Pathways
Timed with ADHD awareness month in October, the ADHD Australia Educa�on Summit is the first of its kind in this country and aims to build brighter pathways for ADHD students by providing educators with tools to iden�fy signs of ADHD in children and provide free access to resources for crea�ng effec�ve educa�onal environments.
The summit will showcase the findings from ADHD Australia’s latest educa�on survey, discuss exis�ng educa�onal resources available to support educators and students with ADHD and will also present new educator training resources on how to iden�fy and accommodate students with ADHD.
Knowledge and access to evidenced-based ADHD related resources and strategies to use in educa�onal contexts for both primary and secondary are highly desired. The resources for educators will build desire and understanding of the importance to con�nue to par�cipate in ongoing PD related to suppor�ng students with ADHD.
ADHD Australia is now calling on all Australian educators to register for the online summit and to go to its website for more informa�on on how to access these resources.
ADHD Australia Educa�on Summit
● Date: Thursday 21st October ● Time: 4.30-6.30pm ● Link: Eventbrite link here.
The summit is part of ADHD Australia’s broader strategy to build brighter pathways for Australians of all ages with ADHD by solving real-world problems with its science-backed programs and resources.
About ADHD Australia
ADHD Australia is a registered na�onal, independent, non-profit organisa�on commi�ed to empowering Australians living with ADHD to reach their poten�al by leveraging our evidence-based collec�ve exper�se and providing a united amplified voice. Among the key guiding principles of our founding directors was to be independent of all exis�ng ADHD bodies, working closely with them to complement their exis�ng efforts through advocacy, ac�on, and collabora�on.
