Learning with ADHD and How UDL helps students with ADHD succeed
Disclaimer: I am not a doctor, psychiatrist, psychologist or neuroscientist - I am a teacher. Consequently, this is a very simple explanation of two very complex ideas (learning and ADHD), and how they relate to UDL.
As someone with Attention-Deficit/Hyperactive Disorder (ADHD), who also happens to be quite interested in neuroscience and education, I am intrigued by how my brain functions differently than others. In this blog post I will talk about how ADHD impacts the learning experience, and how Universal Design for Learning (UDL) helps students with ADHD learn.
How learning happens:
In the field of education, we spend a lot of time talking and learning about theories and frameworks for learning. From behaviorism (which focuses solely on observable behaviors) to critical theories of education (which consider identity and culture), we place a strong emphasis on what is the purpose of school and how learning should be structured to be most effective, amongst other fundamental questions about education.
Regardless of what students are learning, or what framework their teacher uses, learning happens when neural pathways are created or strengthened (Halo Neuroscience, 2019) because ‘neurons that fire together, wire together’ (Hebb, 1949). When a person learns something new or carries out a task, neurons in their brain become active, transmitting signals throughout the brain and body. However, neurons are never actually physically touching one another, contrary to the image that may be conjured by the phrase we commonly associate with brains: “wired.” Instead, neurons connect at extremely thin gaps called synapses; a synapse is only 20-40 nanometers wide (Dana Foundation, 2023); about as much as your fingernail grows in 20 seconds (National Nanotechnology Institute, n.d.). Across these synapses, neurons send chemicals called neurotransmitters which cause the receiving cell - the postsynaptic cell - to transmit further chemical and electrical signals. When a neural pathway is strengthened, the presynaptic neuron - the one that sends the signal - has more control over the postsynaptic neuron. The more two neurons fire together, the more powerful the transmission is (Dana Foundation, 2023).
However, this process does not always happen seamlessly in every classroom setting. Despite a teacher’s learning goals and best-designed lesson, sometimes, it may seem, to both teacher and student, that a student in fact did not learn anything. Many factors such as a student’s engagement, sense of safety, and perceived relevance of the content, affect whether learning occurs. Students learn best when they feel emotionally safe, engaged, and connected to the material. Teachers work to create environments that encourage these conditions, fostering neural pathway development, though we can not measure the outcome directly with brain scans.
How this differs in people with ADHD:
People with ADHD learn when neural pathways are created or strengthened, just like people without ADHD do (Understood, 2016). However, ADHD affects learning by altering the brain's processing of attention, motivation, and reward through differences in dopamine regulation (Understood, 2016). Dopamine is a neurotransmitter crucial for learning and motivation. “Anticipation of a future rewards boosts dopamine signaling in the brain [which] boosts working memory, enhancing performance over the short-term and reinforcing learning” (UC Berkeley Events, 2015). However, people with ADHD often have lower levels of dopamine activity (Understood, 2016). As a result, learners with ADHD may struggle to engage with tasks that do not offer immediate stimulation or reward. This difficulty in maintaining focus can lead to frequent lapses in attention and lower working memory, hindering the formation of strong neural pathways essential for long-term learning. Additionally, the brain’s reward system in individuals with ADHD is less responsive to delayed gratification, making it challenging for them to persist in activities where the reward is not immediate. Together, these differences can make traditional learning environments more difficult to navigate and emphasize the need for educational approaches that offer immediate feedback, engaging stimuli, and flexibility to accommodate varying attention spans (Buzanko, 2019).
What is UDL?
UDL stands for Universal Design for Learning and
“is an educational approach that focuses on adapting and flexibly accommodating education and communication to cater to a wide range of cognitive profiles, cultural backgrounds, and sensory functioning. It is a theoretical framework that strives to design curricula that meet the needs of students from the outset of their learning journey and make the education system more inclusive and individualized.” (Frolli et. al, 2023, p. 3)
In brief, UDL (Cast, 2018) is organized around three main principles:
Multiple Means of Engagement: Providing various ways to engage students to keep them motivated and invested in learning.
Multiple Means of Representation: Presenting information in diverse formats to ensure that students with different learning styles can access content.
Multiple Means of Action and Expression: Allowing students to demonstrate knowledge in various ways, catering to their strengths and preferences.
UDL benefits all students by accommodating different learning needs and preferences, making education more “universal.” However, it is especially impactful for students with ADHD.
Students with ADHD often struggle with sustaining attention, managing impulsivity, and organizing tasks, all of which can affect their academic performance and overall learning experience (Buzanko, 2019). UDL’s principles: engagement, representation, and expression, are particularly well suited to meet these challenges.
Offering Multiple Means of Engagement can increase dopamine levels by allowing students to choose how they approach their work, which provides a sense of autonomy and can make tasks feel more rewarding. This choice increases attentiveness and on-task behaviors, both of which are critical for learning and retention (Zelenka, 2017). This flexibility helps students with ADHD stay engaged and motivated, which can mitigate some of the challenges associated with lower dopamine levels.
Through Multiple Means of Representation, educators present content in varied formats—using visual aids, videos, and interactive materials to support different learning needs. For students with ADHD, accessing information through diverse media can enhance comprehension and reduce the likelihood of disengagement. Allowing students to use methods that match their cognitive strengths helps them maintain focus and stay connected to the content (Zelenka, 2017).
Finally, Multiple Means of Action and Expression gives students the freedom to demonstrate their knowledge in ways that play to their strengths. For instance, students with ADHD may benefit from showing their understanding through oral presentations, graphic organizers, or digital tools, rather than traditional written assignments. This flexibility allows them to express their knowledge without being constrained by formats that may not align with their abilities, enabling them to build confidence and participate more actively in their learning (Frolli et al, 2023)
Recognizing the effects of ADHD on learning and the supportive role of UDL highlights the importance of flexible, inclusive teaching strategies. Although ADHD presents unique difficulties in typical classroom settings, UDL’s principles offer adaptable pathways that empower all students, especially those with ADHD, to succeed.
References
Buzanko, C. (2019, August 23). “Normal” brain vs ADHD brain. What’s different and why. Dr. Caroline Buzanko. https://drcarolinebuzanko.com/normal-brain-vs-adhd-brain-whats-different-and-why/
CAST. (2018). Universal Design for Learning Guidelines. CAST. https://udlguidelines.cast.org/
Dana Foundation. (2023, September 16). Neurotransmission: The synapse. https://dana.org/resources/neurotransmission-the-synapse/
Frolli, A., Cerciello, F., Esposito, C., Ricci, M. C., Laccone, R. P., & Bisogni, F. (2023). Universal design for learning for children with ADHD. Children, 10(8), 1350. https://doi.org/10.3390/children10081350
Halo Neuroscience (2019, February 19) The Neuroscience of Learning [Video] Youtube https://youtu.be/_nWMP68DqHE?si=HeQ1ic3VbIeuz17U
Hebb, D. O. (1949). The organization of behavior: A neuropsychological theory. John Wiley and Sons, Inc.
National Nanotechnology Institute. (n.d.). Size of the nanoscale. Size of the Nanoscale | National Nanotechnology Initiative. https://www.nano.gov/nanotech-101/what/nano-size
UC Berkeley Events. (2015, January 26). The Science of learning: An overview for Graduate Student Instructors (GSIs) [Video]. YouTube. https://youtu.be/8Kh7P-wI1Fs?si=EEQ2teZ8yK1Hv-qo
Understood. (2016, May 4). ADD/ADHD | What Is Attention Deficit Hyperactivity Disorder? [Video]. YouTube. https://youtu.be/ouZrZa5pLXk
