Attention-deficit hyperactivity disorder (ADHD) is a neurobiological disorder that affects between 5-12% of the population, translating to 1-2 students in every classroom. This common disorder is often associated with learning disabilities (LD). However, it is important to state that ADHD is not a learning disability (Learning Disabilities Association of Ontario, 2024). Learning disabilities are a variety of disorders that impact the acquisition, retention, understanding, organization, or use of verbal and non-verbal information (Learning Disabilities Association of Ontario, 2024).

There seems to be a prevalent correlation between ADHD and LDs in children. Studies indicate that 70% of children with ADHD present a severe learning disability in written expression, which is twice as common as a learning disability in reading, math, or spelling (Mayes et al., 2000). In essence, it is suggested that learning and attention problems are interrelated.

To ensure the academic success of students with ADHD, educators must assist students in addressing their organizational and time management impairments, as these skills are needed for productivity within education and everyday life (Kreider et al., 2019). It is equally important that educators understand that not all students with ADHD have the same challenges (Oplan | Technology’s Powerful Impact on ADHD, 2022). However, innovative technologies offer a variety of apps with promising solutions. These digital tools can help students manage their time effectively and organize tasks, thus enhancing their learning experiences (Eydoxia & Driga, 2023).

Overview of ADHD in Educational Contexts

ADHD is a chronic developmental disorder that affects a student’s ability to execute self-management successfully (Bellanti, 2011). Approximately 25-50% of students with ADHD have an additional diagnosis of a co-occurring learning disorder. This learning challenge becomes more complex if the child struggles with writing and fine motor skills (Bellanti, 2011). Executive functioning deficits, such as organization, working memory, and inhibition, have long been associated with ADHD (Guan Lim et al., 2020). As a result, children and young adults with ADHD experience great difficulty with time management, organizing tasks, and following them through to completion, causing them to fall behind their peers (Bellanti, 2011).

Furthermore, they have difficulty staying focused on the task, controlling their impulses, and remaining still like a statue in the classroom (Bellanti, 2011). ADHD creates an additional level of challenge for students, particularly in maintaining social interactions and relationships at school, compared to children without ADHD (Bellanti, 2011). Unstructured situations, such as bus rides, recess, and collaborative time with small groups in the classroom, require social skills and self-control, which is particularly challenging for children with ADHD (Hart Barnett, 2017). Their inability to self-regulate can hinder peer relationships due to difficulties initiating and maintaining conversations, managing conflicts, following social rules, adhering to daily routines, controlling impulses, recalling important details, and effectively solving problems (Forry, 2023).

Improvements in Task Organization

Technology has had a positive impact in helping students with ADHD gain the necessary skills to be successful. Various apps can assist in bolstering study skills by either using a timeline to display a visual representation of work done or mapping out other upcoming assignments (Hart Barnett, 2017). Online charts can assist students in organizing, sequencing, and planning homework assignments, as well as developing visual learning guides to help prepare for assessments (Eydoxia & Driga, 2023). Furthermore, some apps can assist students with writing tasks, strengthen weak executive function skills, and improve working memory issues (Hart Barnett, 2017). Several tech tools can assist students with ADHD in managing time and tasks effectively through the use of timers and alarms, as well as other apps that help students measure and evaluate their use of time regarding focused versus unfocused activities (Hart Barnett, 2017).

Challenges and Limitations

Teacher knowledge of ADHD is crucial for effectively supporting students with the disorder. To provide adequate support, teachers should be familiar with the effective tools available to deliver intervention for various needs (Jones & Chronis‐Tuscano, 2008; Moore et al., 2017). Evidence suggests that teachers with a better understanding of ADHD have a more positive mindset towards students with ADHD compared to those with limited knowledge (McDougal et al., 2022). Gaps in knowledge about ADHD often lead to misconceptions.

Schools must ensure teachers receive the necessary training and professional development to support their students effectively. Special education teachers, in particular, should use appropriate behavior management strategies in the classroom (Jones & Chronis‐Tuscano, 2008; Moore et al., 2017). Informed teachers are best equipped to select the most suitable services and resources to address the specific needs of their students. (Jones & Chronis‐Tuscano, 2008; McDougal et al., 2022).

Additionally, there needs to be increased awareness of the focus of attention in ADHD students, as many children with ADHD can sustain attention on activities that interest them (Bellanti, 2011).

Technological Barriers

Accessibility and Usability Issues

While innovations in digital technology provide students with increased opportunities to address common issues of ADHD, there is a critical need to ensure that all families and schools have equitable access to technology (People for Education, 2019). The widespread adoption of technology in classrooms, particularly since the pandemic, has enhanced learning by achieving, expanding, and accelerating learning in previously impossible ways (Fullan et al., 2014). However, accessibility remains a challenge for some families and schools. The research indicates that some apps are offered at a cost to the user (Forry, 2023), presenting financial constraints for parents, especially considering socioeconomic factors (Fullan et al., 2014).

Additionally, schools in remote rural areas may struggle with internet access, creating barriers for students to access the specific software. Moreover, accessing these resources requires digital devices such as tablets, iPads, Chromebooks or smartphones, which can be a struggle for some families.

Recommendations for Practice

Teachers need to monitor student use and reduce screen-based activities (Bellanti, 2011) while offering these forms of intervention to support students academically. In addition to monitoring screen time, teachers need to ensure that students are actively engaged and learning from the technological applications or digital devices being used.

Teacher Training

While teacher training is effective in helping teachers better understand ADHD and their students, there needs to be an emphasis on continuous in-service training. Such training should be delivered by experts, such as board psychologists, who can provide critical feedback and suggestions on strategies observed while supporting students in the classroom. Teachers will not be adequately prepared to help their students succeed without in-school support.

Some students with ADHD typically display more problematic behaviors compared to children without ADHD, leading to functional impairment. Therefore, teachers require increased training in behavioral intervention techniques using evidence-based approaches (Jones & Chronis‐Tuscano, 2008).

Further Research

Summary of Key Findings

Technology-assisted interventions have shown success in addressing the needs of students with ADHD and reaching specific benchmarks. It is important to note that the duration and intensity of the treatment varied across the studies due to differing needs among students with ADHD (Guan Lim et al., 2020).

Further research is needed to thoroughly understand recent evidence related to the challenges with ADHD and the successful use of technology in addressing these needs (Guan Lim et al., 2020). It is also important to monitor technological apps’ effectiveness and long-term benefits in addressing student needs, especially regarding functional improvement (Guan Lim et al., 2020).

While medication remains necessary for some students with ADHD, technological interventions offer a viable alternative to pharmacologic therapy (García-Baos et al., 2019). These interventions, such as screen time activities provided through games and apps, effectively maintain engagement among students with ADHD by offering frequent and immediate rewards (Hart Barnett, 2017). However, teachers must be mindful that technology interventions present students with stimulating visual graphics, sounds, action, continuous change, and immediate feedback, thus requiring careful monitoring of screen time (Hart Barnett, 2017; Kutscher & Rosin, 2015).