Teachers do not need to become experts in these tools, but knowing they exist, and what they are for, helps a teacher respond confidently when a student is already using one, or asks whether one is permitted.
|
Technology |
How and when it helps |
|
Digital planners and task-management apps |
Externalise planning and sequencing so students do not need to hold multi-step tasks in working memory alone. |
|
Timer and focus apps (e.g. Pomodoro-style tools) |
Break study sessions into manageable, structured blocks with built-in breaks. |
|
Text-to-speech and read-aloud tools |
Support processing of dense reading material and reduce fatigue from sustained silent reading. |
|
Noise-cancelling headphones |
Reduce sensory distraction in shared or noisy study environments. |
|
Calendar and reminder integrations |
Provide automatic prompts for deadlines and changes rather than relying on memory. |
Sources: Barkley, The Important Role of Executive Functioning and Self-Regulation in ADHD; McDougal et al., perspectives of children with ADHD and their teachers; Advance HE, Education for Mental Health Toolkit — Inclusivity: ADHD; literature review of children with ADHD and their teachers on classroom strategies.