Teacher Training
Did you know that neurodiverse children have 20,000 more negative experiences than neurotypicals by the age of 18. It can have a profound impact on self-esteem and create childhood trauma leading to Rejection Sensitivity Dysphoria (RSD). In the classroom environment behaviour issues can develop due to over stimulation, a feeling of not fitting in, a fear of failure and frustration. What may appear to be disruptive behaviour can actually be a sign that a pupil is overwhelmed, dysregulated or struggling to meet the demands of their environment.
An understanding of ADHD & neurodiversity enables carers and educators to be aware of sensory overload and adopt dopamine-friendly teaching approaches to increase focus, motivation and engagement.
"The Science of ADHD
& adaptive classroom strategies to support neurodivergent learners"
Is an engaging, evidence-informed training session designed to give teachers a deeper understanding of ADHD and how to better support neurodivergent pupils in the classroom.
By understanding why ADHD students think, learn and behave differently, teachers will leave with practical, adaptive classroom strategies that improve engagement, reduce challenging behaviours, support emotional wellbeing and help every learner reach their full potential.
Session 1 – The Science of ADHD (approximately 1 hour)
This session provides a deeper understanding of what ADHD actually is, moving beyond the common misconceptions of hyperactivity and poor concentration. By understanding the neuroscience behind ADHD, teachers are better equipped to recognise why neurodivergent pupils think, learn and behave differently.
As part of the session, Andy shares his own personal journey of growing up with undiagnosed ADHD and autism, the challenges he experienced in education and the impact oh his behaviour in class. Teachers also lean about how these struggles can lead into addictions as coping strategies. Andy shares how learning about ADHD and dopamine has allowed him to see life through a different lens. It has enabled him to build healthier coping strategies, to turn his life around and work with his ADHD instead of against it. Andy finishes by sharing his Guinness World Record story to demonstrate how, with the right support and environment, people with ADHD can achieve extraordinary things.
Topics include:
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ADHD neurology and how the ADHD brain differs from the neurotypical brain
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Genetics, brain development and environmental influences
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Executive functioning and why everyday classroom tasks can be challenging
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The role of dopamine in motivation, attention and emotional regulation
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Rejection Sensitive Dysphoria (RSD) and its impact on behaviour, confidence and relationships
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The sympathetic and parasympathetic nervous systems and how stress affects learning
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The Six Pillars of Health and how lifestyle can naturally support dopamine regulation
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The strengths of ADHD and examples of successful people who have harnessed these traits
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My personal journey from school struggles and addiction to becoming a Guinness World Record holder
Session 2 – Adaptive Classroom Strategies (45–60 minutes)
This session focuses on practical, evidence-informed strategies that teachers can implement immediately to create a more inclusive learning environment for neurodivergent pupils.
Depending on preference, this can be delivered as a second whole-staff presentation or as smaller interactive workshops, giving staff the opportunity to discuss real classroom scenarios and ask questions specific to their own experiences.
Topics include:
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Understanding sensory processing and creating ADHD-friendly classrooms
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Practical adaptive classroom strategies, including classroom layout, movement breaks, visual supports and predictable routines
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Reducing cognitive overload and supporting executive functioning
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Dopamine-friendly teaching approaches to increase motivation and engagement
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Positive behaviour support, building trust and responding with curiosity rather than judgement
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Supporting emotional regulation and reducing anxiety
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Building resilience, confidence and self-esteem
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Adopting a strengths-based approach to neurodiversity
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Working collaboratively with parents and carers to support children consistently across home and school
The aim is for every member of staff to leave not only with a much better understanding of ADHD, but also with practical strategies they can implement immediately to improve outcomes for neurodivergent learners and create a more inclusive classroom environment.
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Teachers attending “Adaptive Classroom Strategies for Neurodivergent Learners” should leave with greater understanding, practical strategies and a different perspective on neurodivergent behaviour.
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Understand the neurodivergent brain – Develop a clearer understanding of how ADHD brains can differ in areas such as attention, executive function, motivation, emotional regulation and sensory processing.
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Recognise behaviour as communication – Look beyond labels such as “lazy”, “disruptive” or “not listening” and consider what may be driving a pupil’s behaviour, including overwhelm, anxiety, executive-function challenges or unmet needs.
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Understand the role of dopamine – Recognise how differences in dopamine regulation can affect motivation, focus, reward-seeking and engagement, and use this knowledge to make learning more stimulating and achievable.
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Reduce cognitive and sensory overload – Identify environmental factors that can overwhelm neurodivergent learners and make practical adjustments to classroom layout, noise, visual clutter, instructions and workload.
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Better support executive functioning – Use strategies such as chunking tasks, visual prompts, checklists, predictable routines, timers and clear instructions to reduce demands on working memory and organisation.
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Increase focus, motivation and engagement – Apply dopamine-friendly approaches including movement, immediate positive feedback, appropriate choice, short-term goals and frequent opportunities for success.
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Support emotional regulation and reduce escalation – Understand the relationship between ADHD, stress, the nervous system and emotional dysregulation, helping teachers respond calmly and proactively rather than simply reacting to behaviour.
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Build stronger teacher–pupil relationships – Use trust, curiosity and positive behaviour support to create psychological safety, particularly for pupils who may experience rejection sensitivity, low confidence or repeated negative feedback.
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Adopt a strengths-based approach to neurodiversity – Recognise qualities such as creativity, curiosity, energy, resilience, problem-solving and hyperfocus, helping pupils develop greater confidence and self-esteem rather than defining themselves by their difficulties.
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Turn understanding into practical classroom change – Leave with evidence-informed strategies that can be implemented immediately, alongside a greater appreciation of the importance of working collaboratively with parents and carers to create consistent support between home and school.