COURSE DESCRIPTION
“Understanding ADHD: Strategies, Behaviour & Classroom Support” is an in-depth masterclass designed to help educators build a comprehensive understanding of Attention Deficit Hyperactivity Disorder (ADHD) and its impact on learning, behaviour and daily classroom functioning. As one of the most common neurodevelopmental profiles in educational settings, ADHD requires targeted approaches that address attention regulation, impulsivity, hyperactivity, executive functioning, motivation and emotional balance.
This course provides teachers with a clear insight into the cognitive and behavioural characteristics associated with ADHD, emphasizing both the challenges and the unique strengths that neurodivergent learners bring to the classroom. Drawing on research from psychology, neuroscience, special education and behaviour science, the programme equips educators with practical, evidence-based strategies that can be implemented immediately.
Participants explore a wide range of interventions including structured classroom routines, positive behaviour support, motivation-enhancement techniques, attention scaffolding, self-regulation tools and the use of supportive digital resources. Real case studies and hands-on activities allow participants to understand how ADHD manifests across different ages and contexts, and how teaching approaches can be adapted to promote focus, engagement, confidence and academic growth.
The course emphasises inclusive, strengths-based teaching and aims to empower educators to create environments where learners with ADHD can thrive rather than struggle. By deepening understanding and providing practical solutions, it supports teachers in promoting better learning outcomes, improved behaviour, positive relationships and an overall supportive climate for neurodivergent students.
MAIN AIMS
- Understand the full spectrum of ADHD characteristics, including subtypes, brain-based mechanisms, executive-function profiles and the ways these influence learning, behaviour and social interaction
- Apply effective classroom management strategies specifically adapted for attention difficulties, impulsivity, hyperactivity and inconsistent focus
- Strengthen students’ executive functioning skills, including organisation, planning, working memory, task initiation and time management
- Implement practical behaviour management approaches, using positive reinforcement, structured routines, clear expectations and proactive support systems
- Support emotional regulation and energy management, helping learners understand their own needs and develop healthier coping strategies
- Use inclusive teaching methods and differentiated instruction to create accessible, engaging and supportive learning environments for students with ADHD
- Collaborate effectively with parents, specialists and external services, ensuring holistic support, coordinated interventions and consistent communication around student needs
WHO TO ATTEND?
The ASDI course is ideal for:
- School principals & directors (primary & secondary)
- Teachers (primary & secondary)
- Teachers working with SEN pupils
- Educational Advisors
- Paraprofessionals
- Phychologists
- Parents
- School counsellors & psychologists
- Inclusion coordinators
- Any educator working with students with attention difficulties
PROGRAMME OF THE TRAINING ACTIVITIES (DAY BY DAY)
DAY 1 – Understanding ADHD
- Detailed exploration of ADHD characteristics across inattentive, hyperactive and combined presentations
• Brain-based differences affecting executive functioning, working memory, attention regulation and emotional control
• Overview of common comorbidities such as anxiety, dyslexia, ODD and their impact on learning and behaviour
• Identifying the cognitive and behavioural strengths often seen in ADHD learners
• Foundations of neurodevelopmental diversity and how ADHD fits within a broader spectrum
• Case study analysis: recognising ADHD indicators within realistic classroom scenarios
DAY 2 – Attention, Focus & Classroom Routines
- Creating classroom environments that reduce distractions and support attention
• Optimising seating arrangements, use of movement, and flexible positioning
• Techniques for task chunking, pacing, prioritisation and time-management support
• Use of visual cues, timers, routines and predictable structures to enhance focus
• Effective communication approaches that support neurodivergent learners
• Practical interventions tailored to the attention and organisation challenges characteristic of ADHD
DAY 3 – Behaviour Management & Emotional Regulation
- Understanding the roots of impulsivity and behaviour dysregulation in ADHD
• Implementing positive behaviour-management frameworks tailored to attention and impulse-control needs
• Designing effective reward systems, token boards, behaviour contracts and reinforcement structures
• Emotion-regulation techniques that help learners manage frustration, anxiety and overstimulation
• De-escalation strategies for preventing and responding to behavioural escalation
• Targeted approaches for managing hyperactivity, impulsivity and inconsistent self-control
DAY 4 – Executive Function Supports
- Practical tools for strengthening planning, organisation, working memory and task initiation
• Supports for memory retention, sequencing, task completion and transitions between activities
• Use of digital supports — timers, reminders, productivity apps and assistive technologies
• Differentiation strategies that meet the needs of learners with diverse attention profiles
• Academic interventions designed specifically for students with executive-function challenges
DAY 5 – Inclusion, Collaboration & Applied Practice
- Effective collaboration with parents, psychologists, SEN coordinators and external specialists
• Strategies for successfully managing group work and cooperative learning activities with ADHD learners
• Case studies from mainstream, VET, adult education and special education settings to illustrate varied contexts
• Development of individual support plans incorporating strengths-based and needs-based approaches
• Group micro-presentations to apply course principles to realistic scenarios
• Certificate ceremony & closing reflection
METHODOLOGY OF THE COURSE – ADDED VALUE
The course methodology will ensure the active involvement of the participants in all phases, that is, prior, during and after the delivery of the course. More specifically, upon confirmation that the course will take place, the participants will receive preparatory material (if needed), which will cover all important concepts to be presented during the delivery of the course. The participants will have the opportunity to exchange feedback with the organiser of the course, ShipCon, and the trainer as well as to request any clarification related to the content of the course.
The methodology of the training is based on a combination of three important elements:
- Provision of knowledge required (theory)
- Use of training tools, such as case studies, videos, games, animations & exercises (practice – hands on experience)
- Feedback/reflection (review)
During the delivery of the course, the participants will receive hard copy material, which will cover the content to be presented in all five (5) days of the seminar. The material will be presented in a form of Power Point (PPT) presentations, videos & animations. Moreover, the active involvement and hands on experience of the participants will be secured through various training tools, such as case studies, worksheets, scenarios & exercises. These training tools are necessary to ensure that the theoretical knowledge gained by the participants can be used in real life scenarios; an important aspect & added value for any training course.
At the final day of the course, the participants will have the opportunity to reflect on the information received and the experience gained in the specific field of study. Moreover, the participants and their institutions will be encouraged to be members of ShipCon ‘Network of Excellence’, an international hub and forum for entrepreneurs & innovators to exchange ideas, novel concepts/approaches & best practices in the area of environment and education.
BENEFITS TO PARTICIPANTS – SKILLS & COMPETENCES
Participants will:
- Develop a clear understanding of ADHD brain function and cognitive processing, recognising how attention regulation, executive functioning, emotional control and neurological variability influence learning, behaviour and academic performance
- Apply targeted executive-function support strategies, including scaffolding for planning, organising, prioritising, task initiation, working memory and time-management skills
- Use classroom accommodations confidently and effectively, adapting instruction, environment, pacing and materials to meet the diverse needs of students with ADHD while maintaining high standards
- Implement routines, structure, positive reinforcement and incentive systems that foster predictability, reduce behavioural difficulties and create a supportive learning atmosphere
- Strengthen student motivation, resilience and self-regulation, helping learners develop adaptive habits, internal motivation, emotional balance and greater ownership of their learning process
CERTIFICATIONS AWARDED
- Certificate of attendance & certificate of competence (skills & competences required – Europass CV)
- Europass mobility certificates – to be issued by the applicant’s National Authority (NA)
| LOCATION | DATES | STATUS | REGISTRATION |
|---|---|---|---|
| Valencia – Spain | 23.11.2026 – 27.11.2026 | CONFIRMED |  |
| Valencia – Spain | 22.11.2027 – 26.11.2027 | CONFIRMED | |
| Valencia – Spain | 20.11.2028 – 26.11.2028 | CONFIRMED | |