It is widely understood that ADHD is primarily a neurocognitive problem of impaired executive functioning. The executive system is like the self-management system of the brain. The executive functions include a broad range of processes for directing and regulating cognitions, emotions, and behaviour to reach a desired goal [1]. Children and adults with ADHD struggle with impairment in one or more of the areas affected by this, including:
These problems present a formidable challenge for people with ADHD when completing academic tasks. ADHD is associated with poor academic functioning and academic underperformance [2] [3] [4]. Academic difficulties have traditionally been explained in terms of executive functioning problems affecting working memory, planning and inhibition.
Interestingly, there is a separate line of research examining the role of motivation in poorer academic performance. Some research has shown that children and adolescents with ADHD can perform similarly to their peers on various executive functioning tasks when adequately incentivised [5]. This suggests that reduced motivation can lead to disrupted task engagement and poorer academic performance [6].
A recent large study led by Sandra Morsink (2021) [7] looked at data collected from 469 children and adolescents between 8–16 years old to examine the question of what it is about academic tasks and settings that people with ADHD find less motivating. The authors also tried to discover what actionable changes can be made to tasks to increase motivation and enhance engagement for people with ADHD.
Their research showed that children and adolescents with ADHD perceived some tasks as less motivating than their peers without ADHD. These were the tasks that were:
On the other hand, they found that some tasks were just as effective in increasing task-related motivation in children and adolescents with ADHD as compared to their peers without ADHD. These were tasks that included:
To increase motivation and task engagement in children and adolescents with ADHD, Morsink’s group suggest that, ideally, they need to be given tasks that have:
They suggest that it is important that the rewards and social feedback are given based on the child or teen’s engagement in the task rather than performance. They also further recommend that activities be provided with ‘scaffolding’.
‘Scaffolding’ is a term used in education to describe how teachers can support classroom learning [8]. Parents can also do this at home. It focuses on how we introduce new concepts to help our children and teens develop their thinking.
In the 1920s and 1930s, psychologist Lev Vygotsky developed the ‘zone of proximal development’ concept. This is where the child is learning skills that are slightly too hard to learn independently but can be learned with guidance and encouragement from an adult or a more knowledgeable peer.
The idea of ‘scaffolding’ introduced by Wood, Bruner, and Ross (1976) [9] is based on Vygotsky’s theories. Wood et al. recommended that effective scaffolding include:
Teachers incorporate scaffolding concepts in their work, but parents can do this. For example, breaking homework tasks down into small chunks: if writing is hard, think about all the skills that go into writing: holding a pencil, fine motor control, letter formation, holding ideas in your mind – as you help your child complete the task look for when they are very engaged or interested – this is the clue – they are approaching the zone of proximal development.
Wait and wonder: Parents can allow their children to build themselves up using the scaffolding by asking open-ended questions, wondering aloud, and allowing space for them to think it through.
You can provide children and teens with ADHD with additional support to help them improve academic performance by carefully integrating motivation and task engagement at school and home.
It is best to provide children with familiar task settings and structures; clear instructions; rewards, and social feedback based on their engagement (not their performance); and incorporate scaffolding throughout our teaching to help our children stay engaged, interested and optimising their learning.
Martin Hood is a Clinical Psychologist with a proven track record in producing good outcomes for clients across a broad range of presenting problems, including stress and burnout, anxiety disorders, ADHD, depression, grief and OCD. He has a special interest in working with executives, business owners and entrepreneurs.
[1] Sonuga-barge, E. J. (2002) . Psychological heterogeneity in AD/HD a dual pathway model of behaviour AND cognition. Behavioural Brain Research
[2] American Psychiatric Association (2013) Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub
[3] Danckaerts M, Sonuga-Barke EJ, Banaschewski T, Buitelaar J, Döpfner M, Hollis C, Taylor E (2010) The quality of life of children with attention-deficit/hyperactivity disorder: a systematic review. Eur Child Adolesc Psychiatry 19(2):83–105
[4] 64. Wu SY, Gau SSF (2013) Correlates for academic performance and school functioning among youths with and without persistent attention-deficit/hyperactivity disorder. Res Dev Disabil 34(1):505–515
[5] Luman M, Oosterlaan J, Sergeant JA (2005) The impact of reinforcement contingencies on AD/HD: a review and theoretical appraisal. Clin Psychol Rev 25(2):183–213
[6] Morsink S, Sonuga-Barke E, Van der Oord S, Van Dessel J, Lemiere J, Danckaerts M (2021). Task‐related motivation and academic achievement in children and adolescents with ADHD. European Child & Adolescent Psychiatry 30:131–141
[7] ibid
[8] What is ‘Scaffolding’ in Teaching?: A Simple Explanation. https://www.exceptionallives.org/blog/scaffolding-in-teaching-a-simple-explanation
[9] Wood, D., & Middleton, D. (1975). A study of assisted problem-solving. British Journal of Psychology, 66(2), 181−191.
