50 ways to include learners with ADHD
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Reviewed by: Wiktoria Allan, Berlin School of Economics and Law, Germany
The past few years have seen a surge in research focused on neurodivergent learners. Rachael Harris’s 50 Ways to Include Learners with ADHD arrives as a timely, indispensable resource for the modern educator. This slim volume packs a wealth of practical information about a substantial group of learners that teachers encounter every day. After a thoughtful Foreword—where Harris addresses inclusion, labeling, and privilege—she delves into the science of ADHD before moving into the heart of the book: the “50 Ways.”
The book is organized logically, starting with “Ways to…Identify students’ needs;” a critical first step. This section of the book emphasizes the different ways that ADHD can manifest—as well as potential “false alarms”—and that the best way to support students is usually to ask them what they need directly. Part two introduces “Ways to set up the classroom,” covering oft-overlooked factors such as seating arrangements, desk layout, and even tidiness. Harris encourages teachers to use their own desk as a visual model for organization—a small but powerful cue for students who struggle with executive function.
The middle sections transition from environment to “Ways to select equipment,” where Harris emphasizes the importance of choosing the right gear for your students. She covers visual timers, fidget toys, headphones, and even special grips for pens and pencils. This section provides an important reminder that one size really doesn’t fit all. Part four, “Ways to prepare materials,” is the longest section and covers all the practical tips needed for your inclusive classroom. Harris offers tips on creating worksheets, planning board work, organizing materials, and finding that sweet spot between a task which is too easy and one which is impossible. She also provides several activities for building movement into the classroom (provided you have the space), including the old ELT favorite: “Find someone who…”
The next section provides “Ways to approach the lesson,” which really focuses on creating a positive and inclusive class atmosphere, as well as giving structure and routine to our lessons. There are many tips in this section, but a handy checklist makes it manageable. Part six is the all-important “Ways to support well-being.” While, of course, our main job is to teach our learners, many of them just aren’t ready to learn if they are suffering from low self-esteem or feeling left out. Harris recommends watching out for hypersensitivity, meaning being careful with critical feedback so as not to accidentally trigger a student’s rejection sensitivity. She also stresses the importance of building a class connection among all learners.
The final section provides “Ways to assess,” a topic teachers often feel underprepared for even with neurotypical learners. Harris reviews modifications and accommodations which can be made to classroom tests and also encourages teachers to think about the best test layout for their students with ADHD. The book ends with a “Beyond the book” section which welcomes the reader to reflect and also gives advice on how to process the many, many tips given in the book and where to start.
Overall, the book is an easy-to-digest, indispensable resource for both new and tenured teachers. The frequent “Time to act” boxes inspire continuous reflection and implementation of ideas into practice. They encourage the reader to pause and think, putting them back into their own context with their own learners. This kind of immediate reflection is a real strength of the book, seamlessly bridging theory and practice. Harris’s approach is inclusive and gentle. She reminds us that with the right tweaks, the classroom can be a space where every learner—regardless of their neurotype—can find their place.
Harris, R. (2025). 50 Ways to Include Learners with ADHD. DELTA Publishing. 64 pp. ISBN 978-3-12-5018819-8 (paperback & digital content), €15.90 (paperback & digital content), €13.90 (digital)
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