OT 4 ADHD provides the knowledge, resources and tools you need to sustainably support classroom performance for students with ADHD.

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Without a true understanding of ADHD, we unintentionally become a barrier to the child’s education.

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Without understanding ADHD , it is difficult to appreciate why students with ADHD tend to "hate" writing. A neurotypical child is successfully motivated by rewards and consequences because they have an “importance-based nervous system.” There is truly 5.1 million different presentations of ADHD that will show up in the classroom. Co-occuring conditions make it difficult to understand exactly how to support a students learning. So many students have " breaks " written as an accommodation for ADHD. This is because without breaks, using executive functions to be able to learn and participate will get more and more challenging as time runs on. It is important to understand that children are not required to just “sit still” in school. Children are expected to to stay seated AND perform a cognitive or motor task. The interest based nervous system lights up in certain settings for students with ADHD. The same challenges with self regulation will impact us when we are really interested but in a paradoxical way.

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