Is ongoing training needed for ADHD support in classrooms?

PostedSeptember 28, 2025

UpdatedSeptember 28, 2025

ByMy Patient Advice

Author: Avery Lombardi, MSc | Reviewed by: Dr. Rebecca Fernandez, MBBS

Yes. Ongoing ADHD teacher training is crucial for creating classrooms where neurodivergent pupils can truly thrive. As more students receive ADHD diagnoses, educators need more than just awareness; they need up-to-date, practical tools they can rely on daily.

One-off seminars often fade into the background when classroom realities set in. That’s where ongoing ADHD teacher training and professional learning make the difference. From skill-building workshops to evidence-backed support strategies, continuous development empowers teachers to meet the evolving needs of their pupils and themselves.

How It Helps in the Classroom

Understanding the lived experience of ADHD means knowing how symptoms present during the school day. Here are some common challenges and how regular training helps teachers respond with confidence:

Difficulty sustaining attention

A student may appear to “zone out” or struggle to follow multi-step instructions. With training, teachers learn how to break content into manageable, engaging chunks.

Impulsivity in behaviour

Interrupting, blurting answers, or acting before thinking can derail lessons. Training equips teachers with calm, proactive behaviour strategies to maintain flow.

Hyperactivity and restlessness

This might look like fidgeting, constant movement, or getting out of one’s seat. Rather than punishing these behaviours, trained teachers learn strategies to harness that energy constructively.

In conclusion, in classrooms where every pupil deserves the chance to thrive, regular and well-informed training isn’t optional it’s foundational. With consistent support, teachers can feel confident, equipped, and ready to meet the needs of pupils with ADHD every single day.

Visit providers like ADHD Certify for personal consultations and expert guidance tailored to your unique situation.

For a deeper dive into the science, diagnosis, and full treatment landscape, read our complete guide to Classroom accommodations for ADHD.

Avery Lombardi, MSc

Author

Avery Lombardi is a clinical psychologist with a Master’s in Clinical Psychology and a Bachelor’s in Psychology. She has professional experience in psychological assessment, evidence-based therapy, and research, working with both child and adult populations. Avery has provided clinical services in hospital, educational, and community settings, delivering interventions such as CBT, DBT, and tailored treatment plans for conditions including anxiety, depression, and developmental disorders. She has also contributed to research on self-stigma, self-esteem, and medication adherence in psychotic patients, and has created educational content on ADHD, treatment options, and daily coping strategies.

All qualifications and professional experience stated above are authentic and verified by our editorial team. However, pseudonym and image likeness are used to protect the author's privacy.

Dr. Rebecca Fernandez, MBBS

Reviewer

Dr. Rebecca Fernandez is a UK-trained physician with an MBBS and experience in general surgery, cardiology, internal medicine, gynecology, intensive care, and emergency medicine. She has managed critically ill patients, stabilised acute trauma cases, and provided comprehensive inpatient and outpatient care. In psychiatry, Dr. Fernandez has worked with psychotic, mood, anxiety, and substance use disorders, applying evidence-based approaches such as CBT, ACT, and mindfulness-based therapies. Her skills span patient assessment, treatment planning, and the integration of digital health solutions to support mental well-being.

All qualifications and professional experience stated above are authentic and verified by our editorial team. However, pseudonym and image likeness are used to protect the reviewer's privacy.