ADHD and executive functioning

Locate the point of difficulty

Watch the first few minutes of a lesson. Does the pupil begin, collect materials, remember the instruction and return after an interruption? Compare spoken and written instructions. Sleep, anxiety, unfamiliar content and language demands can affect attention, so classroom observations alone do not establish ADHD.

Make the next action visible

Give a concise first step, an example of finished work and a manageable sequence. Teach where to look when the pupil loses track. Agree a discreet cue and plan purposeful movement where it helps. Frequent adult reminders can produce completed work while leaving the pupil dependent on the adult.

A classroom example

A pupil explains a history answer accurately but writes nothing. Leave a three-stage plan and the question on the desk, then check whether they can choose and write a first sentence. If starting improves but the answer remains inaccurate, revisit subject understanding rather than adding more organisational prompts.

Check independence

Track independent starts, meaningful work completed and reminders in comparable lessons. Ask which support the pupil finds useful. Keep a prompt that helps them make their own decision; gradually reduce adult cues as the routine becomes established.

Further reading

EEF: Special Educational Needs in Mainstream Schools · SEND Code of Practice

General guidance for school staff. Apply professional judgement, current school policies and advice based on the individual pupil’s circumstances.