The Physics Question Bank

Teaching physics to secondary school pupils with ADHD can be one of the most rewarding parts of the job. It can also be one of the most demanding.

Physics is naturally full of movement, surprise and curiosity. There are forces, explosions, magnets, circuits, waves, rockets, planets, energy transfers and strange invisible things that somehow explain the visible world. In theory, physics should be ideal for pupils who need stimulation and variety.

Yet physics can also be hard for pupils with ADHD because it asks them to do many things at once. They have to listen, remember instructions, organise equipment, follow a method, use equations, copy diagrams, write explanations, check units and control impulses in a room full of distractions.

That is a big ask.

The important point is this: pupils with ADHD do not need physics to be made easy. They need physics to be made clear.

They need lessons where the thinking is visible, the instructions are short, the routines are predictable and the teacher understands that attention is not the same as ability.

A pupil with ADHD may be bright, funny, curious and verbally excellent, but still forget their book, lose their place, call out, rush a calculation or write almost nothing. Another pupil may be quiet, anxious and dreamy, appearing not to listen, but actually struggling to hold the lesson together in their head.

Good teaching for pupils with ADHD is not about gimmicks. It is not about turning every lesson into a circus. It is about reducing unnecessary barriers so pupils can actually think about the physics.

ADHD in the physics classroom

ADHD is often described in terms of inattention, hyperactivity and impulsivity. In school, that can look very different from pupil to pupil.

One pupil may be constantly moving, tapping, talking or turning round. Another may sit silently and drift away mentally. Another may start well but run out of focus after ten minutes. Another may know the answer but blurt it out before the question has finished. Another may understand the demonstration perfectly but be unable to produce a neat written explanation afterwards.

This is why teachers need to look beyond the obvious behaviour.

In a physics lesson, ADHD might appear as:

forgetting the second half of an instruction
rushing a calculation and missing the unit
copying the wrong diagram
losing track during a practical
struggling to wait during demonstrations
calling out answers
starting before the method is explained
not starting at all
becoming frustrated when the answer is not immediate
finding transitions difficult
making careless mistakes despite understanding the idea

The key thing is that these are often problems of regulation and executive function, not laziness or lack of intelligence.

Physics teachers sometimes see a pupil who “won’t write anything down” or “won’t listen”. But the reality may be more complicated. The pupil may not know where to start. They may have forgotten the instruction. They may be overwhelmed by a crowded worksheet. They may have missed the first step and now feel too embarrassed to ask. They may be trying hard to focus, but their attention keeps slipping.

That does not mean expectations should be lowered. It means support needs to be more deliberate.

Why physics is both difficult and brilliant for ADHD learners

Physics can be difficult for pupils with ADHD because it has a high working memory load.

Take a simple calculation:

A car of mass 800 kg accelerates at 2 m/s². Calculate the resultant force.

To answer this, a pupil must identify the topic, choose the equation, recognise the values, substitute correctly, calculate accurately and add the unit.

F = ma
F = 800 × 2
F = 1600 N

For a confident pupil, this feels straightforward. For a pupil with ADHD, especially one with weaker working memory, it can be easy to lose one part of the process.

The same is true of written explanations. A question such as “Explain why the skydiver reaches terminal velocity” requires a sequence of ideas:

weight acts downwards
air resistance acts upwards
at first weight is greater than air resistance
there is a resultant downward force
the skydiver accelerates
air resistance increases as speed increases
eventually air resistance equals weight
the forces are balanced
the skydiver falls at a constant speed

That is a long chain of reasoning. Many pupils understand parts of it but cannot organise the whole explanation without support.

Practical work has its own difficulties. Pupils must collect equipment, share roles, follow safety instructions, set up apparatus, take readings, record data and avoid distractions. For pupils with ADHD, the transition from listening to doing can be the moment where the lesson starts to unravel.

And yet physics is also a fantastic subject for pupils with ADHD because it gives them something real to think about. It is not just words on a page. They can see a motor spin. They can hear a sound wave. They can feel a force. They can watch a magnet fall slowly through a copper pipe. They can build a circuit and see that it either works or it does not.

Physics gives curiosity somewhere to go.

The challenge for the teacher is to keep the excitement, but remove the chaos.

Start with structure, not entertainment

A common mistake is to assume that pupils with ADHD need every lesson to be exciting from start to finish. They do not. They need lessons that are clear, purposeful and broken into manageable parts.

Excitement helps, but structure matters more.

A strong physics lesson for pupils with ADHD often has a predictable shape:

a short starter
a clear explanation
a quick check for understanding
a worked example
guided practice
independent practice
a short review

This does not make the lesson dull. It makes it safe. Pupils know what is happening. They know what they are meant to do. They know when to listen and when to act.

The beginning of the lesson is especially important. If pupils enter the room and there is no immediate task, attention can disappear quickly. A simple Do Now task on the board helps settle the room.

For example:

1. State the equation for weight.
2. Calculate the weight of a 4 kg object.
3. What is the unit of force?
4. Name one non-contact force.
5. What does resultant force mean?

This works because it is short, familiar and starts immediately. It also allows the teacher to greet pupils, check equipment and redirect quietly.

For pupils with ADHD, a calm start can make the rest of the lesson much easier.

Keep teacher talk short

Physics teachers often like explaining things. That is understandable. Physics is interesting. But long explanations can be hard for pupils with ADHD.

Even a good explanation can become too much if it goes on for too long.

A better approach is to explain in small pieces and check constantly.

Instead of saying everything about resultant forces in one long explanation, build it gradually.

First:

“A force is a push or a pull.”

Then check:

“What is a force?”

Then:

“If two forces are equal and opposite, they are balanced.”

Then check:

“What does balanced mean?”

Then:

“If the forces are unbalanced, there is a resultant force.”

Then check again.

This rhythm keeps pupils involved. It also helps the teacher find out who is still with them.

A useful rule is:

Explain less. Ask more. Practise sooner.

Pupils with ADHD often need to do something with the information quickly. Listening for ten minutes and then starting work is often too long.

Make the thinking visible

One of the most powerful things a physics teacher can do is narrate the thinking process.

Do not just show the answer. Show how a physicist gets there.

For example:

“The question gives me mass and acceleration. It asks for force. So I need the equation that links force, mass and acceleration. That is F = ma.”

This sounds simple, but it is extremely helpful. It shows pupils how to decide, not just what to write.

The same approach works with explanations.

For example:

“I know the cyclist slows down because the braking force acts in the opposite direction to the motion. That means there is a resultant force backwards, so the cyclist decelerates.”

This makes the hidden reasoning visible.

Many pupils with ADHD can follow the physics if they can see the route. They struggle when teachers jump from question to answer without showing the steps in between.

Use the same calculation routine every time

Physics calculations can become much more accessible when pupils use a consistent method.

For GCSE physics, a simple routine might be:

Write the equation.
Substitute the numbers.
Calculate the answer.
Add the unit.
Check if it makes sense.

This should be used again and again until it becomes automatic.

For example:

Question: Calculate the weight of a 6 kg object on Earth.

Equation: W = mg
Substitution: W = 6 × 10
Answer: W = 60 N

The layout matters. Pupils with ADHD often lose marks because their working is scattered. A clear routine reduces the mental load.

You can even use a repeated phrase:

Equation. Substitute. Solve. Unit.

The more familiar the process becomes, the less energy pupils have to spend wondering what to do next.

This is particularly useful for pupils who rush. They may want to jump straight to the calculator. The routine slows them down without stopping them completely.

Ramped questions work well

Pupils with ADHD can become frustrated if the first question is too hard. They can also become bored if every question is the same. Ramped questions are a good solution.

Start with a very accessible question, then gradually increase the challenge.

For example, for kinetic energy:

1. State the equation for kinetic energy.
2. Calculate the kinetic energy of a 2 kg object moving at 3 m/s.
3. Calculate the kinetic energy of a 5 kg object moving at 4 m/s.
4. A car has a mass of 1000 kg and kinetic energy of 200,000 J. Calculate its speed.
5. Explain why doubling the speed has a bigger effect on kinetic energy than doubling the mass.

This gives pupils a way in. It also allows the teacher to build confidence before moving to harder thinking.

For pupils with ADHD, early success matters. It creates momentum.

Break written explanations into chains

Written explanations are often where pupils with ADHD lose marks. They may understand the idea but struggle to organise it.

Physics explanations are usually chains of cause and effect. Pupils need to be taught how to build the chain.

For example, instead of asking:

“Explain why a braking car heats up.”

Break it into steps:

The brakes apply a force.
The force acts against the motion.
Work is done by the brakes.
Energy is transferred from the kinetic energy store.
The thermal energy store of the brakes and surroundings increases.
The temperature rises.

Once pupils have the chain, they can turn it into a paragraph.

This method is especially helpful for common GCSE explanations, such as:

terminal velocity
energy transfers
stopping distance
transformers
motors
generators
conduction
convection
radiation
red-shift
nuclear decay
static electricity

Pupils with ADHD often need help organising the order. Once the order is clear, the science becomes much easier to express.

Use movement, but make it purposeful

Movement can be helpful, but it needs to be controlled and purposeful.

Physics offers many natural opportunities for movement:

pupils modelling particles in solids, liquids and gases
pupils acting as electrons in a circuit
pupils showing transverse and longitudinal waves
pupils pulling on a rope to model balanced forces
pupils using cards to build an energy transfer pathway
pupils moving to different parts of the room to choose answers

The key is to make the rules clear before anyone moves.

For example:

“In a moment, you will stand up and model particles in a solid. You will vibrate on the spot only. You will not move around the room. When I say freeze, you freeze.”

This allows movement without losing control.

Short active tasks can be especially useful after a period of listening or writing. They reset attention. They also make abstract ideas more concrete.

However, movement should not be used as a reward for finishing work quickly. That can encourage rushing. It should be built into the lesson as part of the learning.

Practical work: reduce the chaos before it starts

Practical work can be brilliant for pupils with ADHD, but it needs careful structure.

The riskiest moment is often the transition from teacher instruction to pupil activity. This is when pupils start moving, talking, collecting equipment and making decisions all at once.

To manage this, instructions need to be staged.

Instead of:

“Collect the equipment, set up the circuit and start taking readings.”

Try:

“Step one: collect the tray. Do not touch the power pack yet.”

Wait.

“Step two: build the circuit exactly as shown. Keep the switch open.”

Wait.

“Step three: put your hand up before turning on the power pack.”

This reduces impulsive mistakes.

A visible checklist also helps:

1. Collect equipment.
2. Build the circuit.
3. Check with the teacher.
4. Take the first reading.
5. Record the result.
6. Repeat.
7. Pack away.

For pupils with ADHD, a checklist acts as an external memory. They do not have to hold the whole method in their head.

It is also useful to assign roles:

equipment manager
builder
recorder
checker
reader

This prevents one pupil from doing everything while another drifts or disrupts.

Make transitions explicit

Transitions are often difficult for pupils with ADHD. Moving from listening to writing, writing to practical work, practical work to packing away, or group work back to silence can cause problems.

Teachers sometimes underestimate this. They think the task is clear, but the transition is not.

Useful transition phrases include:

“Pens down, eyes this way.”
“You have 30 seconds to finish the sentence.”
“Stop. Hands empty. Look at the board.”
“Equipment stays on the bench. Only one person collects the tray.”
“Finish the question you are on. Do not start a new one.”

Countdowns can help, but they need to be calm and consistent.

For example:

“You have one minute left. Finish your current answer.”
“Thirty seconds.”
“Ten seconds.”
“Pens down.”

This gives pupils time to shift attention.

Use mini-whiteboards often

Mini-whiteboards are one of the best tools for teaching physics to pupils with ADHD.

They are quick.
They are active.
They make everyone respond.
They reduce fear of making mistakes.
They allow instant feedback.

They work well for:

equations
units
circuit symbols
definitions
quick calculations
force arrows
wave labels
energy stores
true or false questions
multiple-choice checks

For example:

“Write the equation for power.”
“Draw a voltmeter connected correctly.”
“Show me the unit for energy.”
“Write one word: renewable or non-renewable?”
“Calculate 5 × 10.”

The teacher can see immediately who understands and who is guessing.

The expectations need to be clear. Boards are for physics. Pens down means pens down. Show means show. No doodling, waving or messages.

When routines are tight, mini-whiteboards can transform attention.

Reduce copying and increase thinking

Copying long notes from the board is often a poor use of time, especially for pupils with ADHD.

Copying is not the same as learning.

A pupil may spend ten minutes copying a paragraph on transformers and still not understand how a transformer works. Another may copy half of it, miss a line, give up and learn nothing.

Better alternatives include:

short summaries
gap fills
labelled diagrams
retrieval questions
worked examples
part-completed notes
matching tasks
sentence starters
one model paragraph

For example:

A transformer works using an alternating current in the ______ coil. This creates a changing ______ field in the iron core. The changing magnetic field induces a potential difference in the ______ coil.

This keeps pupils thinking about the key words without overwhelming them.

There is still a place for writing, but writing should be purposeful.

Teach key vocabulary directly

Physics is full of difficult vocabulary. Pupils with ADHD may understand an idea in everyday language but struggle to remember or use the scientific term.

Words such as these need explicit teaching:

resultant
potential difference
resistance
conduction
convection
radiation
induced
equilibrium
ionisation
half-life
red-shift
amplitude
frequency
wavelength
efficiency
density

For each key word, give:

the word
a simple definition
an example
a non-example
a sentence using it correctly

For example:

Resultant force means the overall force on an object.

Example: If 8 N acts right and 3 N acts left, the resultant force is 5 N to the right.

Sentence: The resultant force causes the object to accelerate.

This is not just literacy. It is physics.

A pupil who cannot use the word “resultant” will struggle to explain motion clearly, even if they understand that one force is bigger than another.

Use diagrams carefully

Diagrams are essential in physics, but they can become overwhelming.

A good diagram should reduce confusion, not add to it.

For pupils with ADHD, diagrams should be:

large
clear
uncluttered
built step by step
linked directly to the explanation

For example, when teaching forces, do not start with a complicated diagram of a skydiver with five labels. Start with the person. Add weight. Add air resistance. Compare the arrows. Then explain the motion.

When teaching circuits, use a clean circuit diagram with plenty of space. Avoid messy loops and tiny symbols. Make the direction of conventional current clear if needed.

When teaching waves, label only what pupils need at that moment. If the focus is amplitude and wavelength, do not overload the diagram with every possible wave property.

Use retrieval practice, but keep it manageable

Retrieval practice is helpful because pupils with ADHD often benefit from regular review. However, retrieval should not become a long, silent test every lesson.

Five questions are often enough.

A good physics retrieval starter might include:

one definition
one equation
one unit
one calculation
one question from an older topic

For example:

1. What is the unit for force?
2. State the equation linking force, mass and acceleration.
3. Calculate the force when mass = 3 kg and acceleration = 2 m/s².
4. What does a voltmeter measure?
5. Name one renewable energy resource.

This keeps knowledge active without overwhelming pupils.

It also gives the teacher useful information. If half the class cannot remember the unit for force, it is better to know that before moving on.

Think carefully about seating

Seating can make a big difference.

Some pupils with ADHD need to sit near the front. Some need to be away from windows, doors or busy displays. Some need to sit beside a calm peer. Some need to be separated from a friend. Some need a little space.

But seating should not feel like a punishment.

It is better to frame seating as a learning decision:

“I’m moving you here because I think you’ll get more done and I can help you more easily.”

Avoid making the pupil feel publicly labelled.

It is also worth reviewing seating regularly. A seating plan that works for one topic may not work for practical work. A pupil who works well next to one peer in September may not work well there by January.

Use praise precisely

Many pupils with ADHD are used to being corrected. They may hear their name many times a day, usually because something has gone wrong.

Specific praise matters.

Not just:

“Good.”

Better:

“You chose the right equation.”
“You remembered the unit.”
“You went back and corrected the mistake.”
“You waited before answering that time.”
“You got started straight away.”
“You explained that clearly.”

This kind of praise tells the pupil exactly what to repeat.

It also builds identity. The pupil begins to see themselves as someone who can succeed in physics.

Avoid public battles

Public confrontation rarely helps pupils with ADHD. It often escalates the situation and damages the relationship.

If a pupil is off task, a quiet, specific instruction is usually better.

Instead of:

“Stop messing about.”

Try:

“Back to question 4. Write the equation first. I’ll come back in one minute.”

Instead of:

“Why are you not listening?”

Try:

“Eyes on the diagram. I’m explaining the second force.”

Instead of:

“You’re being rude.”

Try:

“You need to wait. I’ll come to your answer after this one.”

This does not mean ignoring poor behaviour. It means correcting it in a way that gives the pupil a route back into the lesson.

Be firm about safety

ADHD may explain some behaviours, but it does not remove the need for clear safety expectations.

Physics practical work involves power packs, glassware, hot water, springs, masses, magnets, radiation sources in some schools, lamps, wires and moving objects. Pupils must understand that practical work has boundaries.

Safety instructions should be short and direct.

For example:

“Do not connect the power pack until I have checked the circuit.”
“Masses stay on the bench.”
“Do not point the ray box at anyone’s eyes.”
“Only one person collects equipment.”
“Stop means stop immediately.”

If a pupil cannot use equipment safely, the teacher may need to change their role temporarily. That is not a punishment. It is a safety decision.

Support practical recording

Some pupils with ADHD enjoy practical work but produce poor written records. Their results table may be incomplete. Units may be missing. Readings may be written in the wrong place.

This can make it look as though they have not understood the practical.

Support can include:

pre-drawn tables
clear column headings
units already included
one result modelled first
a partner checking readings
a pause after each reading to record it
a teacher checkpoint before moving on

For example, in a resistance practical, give pupils a table with headings:

Length of wire in cm
Potential difference in V
Current in A
Resistance in Ω

This allows the pupil to focus on the physics rather than spending half the lesson drawing a table badly.

Teach pupils how to check their work

Pupils with ADHD often finish quickly and move on, even when the work is full of small mistakes.

They need a checking routine.

For calculations, pupils can check:

Have I written the equation?
Have I substituted correctly?
Have I used the correct unit?
Is the answer sensible?

For written answers, they can check:

Have I used the key word?
Have I explained why?
Have I linked cause and effect?
Have I answered the actual question?

For graphs, they can check:

Have I labelled both axes?
Have I included units?
Have I used a sensible scale?
Have I plotted points carefully?
Have I drawn a line or curve of best fit?

Checking should be taught. It should not be assumed.

Use exam questions in a scaffolded way

Exam questions can be intimidating for pupils with ADHD because they often include lots of information.

A useful method is:

Read the question.
Underline the command word.
Circle the numbers.
Identify the topic.
Choose the equation or key idea.
Plan the answer.
Write the answer.
Check the unit or explanation.

For example, with a calculation question:

“What is it asking me to find?”
“What information have I been given?”
“What equation links these things?”
“Do I need to rearrange?”
“What unit should the answer have?”

With a six-mark question, pupils may need a planning box before writing. This helps them organise the answer before they start.

For example, for a required practical question:

equipment
method
measurements
control variables
repeats
safety

This gives them a structure and reduces panic.

Do not assume girls with ADHD will be obvious

In secondary school, ADHD is sometimes noticed more quickly in pupils who are loud, restless or disruptive. But some pupils with ADHD, including many girls, may present in quieter ways.

They may seem dreamy, anxious, disorganised or inconsistent. They may work hard to mask their difficulties. They may be perfectionists. They may avoid starting because they are afraid of getting it wrong. They may appear calm but be mentally overloaded.

In physics, this might show as:

unfinished work
lost equipment
slow starts
poor test performance despite understanding
missing homework
difficulty organising revision
quiet confusion during practical work
careless calculation errors
low confidence

Teachers should be careful not to only support the pupils whose ADHD is loud.

Use technology carefully

Technology can help pupils with ADHD, but it can also distract them.

Useful technology might include:

short teacher videos
online quizzes
visual simulations
timer apps
digital checklists
recorded instructions
interactive circuit builders
slow-motion video for motion analysis

However, a laptop or tablet can also become a gateway to distraction. The task needs to be tightly defined.

For example:

“Use the simulation to find what happens to current when resistance increases. Record three results.”

That is better than:

“Explore the simulation.”

The more open the task, the more likely some pupils are to drift.

Work with teaching assistants well

If a teaching assistant is in the lesson, they can be extremely helpful, but the aim should be independence.

The teaching assistant should not simply give answers or complete the task for the pupil.

Better support includes:

repeating instructions quietly
pointing to the checklist
asking what the first step is
helping organise equipment
prompting the pupil to write the equation
checking that results are recorded
encouraging the pupil to attempt the next part

Useful prompts include:

“What is the question asking?”
“Where is the equation?”
“What is your first step?”
“What unit do you need?”
“Which part of the checklist are you on?”

These prompts keep the thinking with the pupil.

Keep homework simple and specific

Homework can be difficult for pupils with ADHD because it depends on organisation outside the classroom.

A pupil may understand the topic but forget the task, lose the worksheet, underestimate the time or become distracted before finishing.

Good homework instructions are short and specific.

For example:

Complete questions 1–6.
Spend 20 minutes maximum.
Write the equation for every calculation.
Bring it next lesson.

Homework should usually practise what has already been taught. If pupils are expected to learn a new topic independently at home, some pupils with ADHD may struggle before they even begin.

Revision needs structure

Pupils with ADHD often find revision difficult because “revise physics” is too vague.

They need concrete tasks.

Instead of:

“Revise energy.”

Try:

1. Learn these five equations.
2. Complete these ten questions.
3. Mark them in green pen.
4. Write down three mistakes.
5. Redo two questions without help.

Past papers are useful, but pupils need to know how to use them. They should not just complete a paper, get a low score and feel hopeless.

A better method is:

Do one question.
Mark it.
Correct it.
Write the lesson learned.
Do a similar question.

This turns revision into improvement rather than punishment.

Relationships matter

The relationship between teacher and pupil is central.

A pupil with ADHD may test patience, but they also need to know the teacher is on their side. This does not mean being soft. It means being fair, calm and consistent.

A good relationship allows the teacher to say:

“You are drifting. Come back to the question.”

without it becoming a battle.

It allows the pupil to admit:

“I don’t know where to start.”

without feeling humiliated.

A pupil who trusts the teacher is more likely to accept correction, try again and take academic risks.

A sample lesson: teaching current in series and parallel circuits

Here is how a physics lesson could be structured with ADHD learners in mind.

Start with five retrieval questions:

1. What is current?
2. What is the unit for current?
3. What does an ammeter measure?
4. How is an ammeter connected?
5. Draw the symbol for a cell.

Then give a short explanation:

“Current is the rate of flow of charge. In a series circuit, there is only one route, so the current is the same everywhere. In a parallel circuit, the current splits between the branches.”

Use a simple diagram of a series circuit. Add three ammeters. Ask:

“What do you notice about the readings?”

Then use a parallel circuit. Show the current before the junction and in two branches. Ask:

“What happens to the current at the junction?”

Then use mini-whiteboards:

“In a series circuit, current is the same or different?”
“In a parallel circuit, current splits or disappears?”
“If 6 A enters a junction and 2 A goes through one branch, what goes through the other?”

Then move into a practical, but in stages:

Step one: collect the tray.
Step two: build the series circuit.
Step three: get it checked.
Step four: measure current in three places.
Step five: record the results.

Then repeat for a parallel circuit.

End with one written explanation:

“Explain why the current is the same everywhere in a series circuit.”

This lesson has variety, but it is not chaotic. It has retrieval, explanation, modelling, questioning, practical work and writing. Each part is short and purposeful.

What to avoid

There are some common mistakes that make physics harder for pupils with ADHD.

Avoid long explanations without checking understanding.
Avoid giving too many instructions at once.
Avoid cluttered worksheets.
Avoid practical work with weak routines.
Avoid expecting pupils to copy large amounts from the board.
Avoid public arguments.
Avoid sarcasm.
Avoid treating every behaviour as deliberate defiance.
Avoid making the work too easy.
Avoid assuming fast work is good work.
Avoid assuming quiet pupils are coping.
Avoid using movement with no clear purpose.

The aim is not to remove challenge. The aim is to remove unnecessary confusion.

The bigger picture

Teaching physics to pupils with ADHD is not about having a separate lesson for them. It is about designing lessons where more pupils can access the thinking.

Clear explanations help everyone.
Worked examples help everyone.
Short instructions help everyone.
Ramped questions help everyone.
Purposeful movement helps many pupils.
Good routines help the whole class.
Specific praise improves confidence.
Scaffolding helps pupils move towards independence.

This is why inclusive teaching is not a lowering of standards. It is often a raising of teaching quality.

Physics is a subject that can make pupils feel clever. It can give them the thrill of understanding something that once seemed impossible. For pupils with ADHD, that can be powerful. They may have spent years being known for what they forget, interrupt or fail to finish. Physics can give them another identity: the pupil who asks brilliant questions, spots patterns, loves demonstrations, solves problems and sees the world differently.

The goal is not to make every pupil sit still and silent for an hour.

The goal is to help them think.

And sometimes, the pupil who cannot stop asking “why?” is exactly the pupil who belongs in a physics classroom.

Further research and guidance behind the article includes NHS information on ADHD in children and young people, NICE ADHD guidance, EEF SEND and metacognition guidance, CDC classroom guidance, and studies on classroom setting, behaviour management and physical activity for pupils with ADHD. (nhs.uk)