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“The training helped me gain a deeper understanding of ADHD and we were able to bounce ideas of each other.”

Shannon, Praxis Care

Course Summary

ADHD is far more than just "high energy" or "difficulty focusing." It is a complex, lifelong neurodivergent condition that affects how a person processes the world, manages their emotions, and interacts with their environment. This Level 3 course is designed specifically for practitioners in social care, education, and health who want to move past outdated labels and provide meaningful, person-centred support.

We begin by exploring the biological roots of ADHD, including the role of dopamine and the impact of "developmental lag" in the brain. By understanding the "why" behind the behaviour, you can better adapt your approach to meet individual needs. We also take a critical look at how early life trauma and environmental stressors can intersect with ADHD, helping you create a trauma-informed and psychologically safe space for those you support.

  • Neurodiversity-Affirming Practice: Shift from a "deficit" model to a strengths-based approach.
  • Executive Function Toolkit: Learn to "scaffold" tasks for those struggling with working memory, transitions, and time perception.
  • Sensory Regulation: Understand the link between sensory overstimulation and "challenging" behaviour.
  • Practical Adaptations: Simple, low-cost changes to lighting, noise, and routines that make a world of difference.

Why Professional ADHD Training Matters

As our understanding of neurodivergence evolves, the demand for "neuro-competent" staff is at an all-time high. This training doesn't just give you a certificate; it gives you the confidence to challenge stigma and advocate for the individuals in your care. By mastering strategies like co-regulation and multisensory teaching, you become a more resilient and effective practitioner, capable of reducing burnout—both for yourself and the people you support.

Course Learning Outcomes

Review the learning objectives below. Expand each aim to view the detailed criteria this course covers.

1Understand ADHD as a diverse, lifelong, and neurodivergent condition
  • 1.1Describe what ADHD is, including current definitions
  • 1.2Explain the meaning of neurodivergence and neurodiversity and how ADHD fits within the wider neurodivergent community.
  • 1.3Evaluate genetic theories of ADHD including heritability research and current understanding of inherited traits.
  • 1.4Describe neuroplasticity and how brain development, learning and environmental experiences shape ADHD-related strengths and challenges.
  • 1.5Clarify ADHD as a heterogeneous and spectrum-based condition, recognising that individuals experience ADHD differently and require personalised support strategies.
  • 1.6Describe the three recognised ADHD presentations (inattentive, hyperactive/impulsive, combined) and how these may appear.
  • 1.7Identify commonly prescribed ADHD medications including stimulant and non-stimulant options.
  • 1.8Evaluate common societal misconceptions and stereotypes about ADHD including outdated beliefs
  • 1.9Explain the importance of strengths- based perspectives recognising creativity, hyperfocus, problem- solving, and resilience often seen in ADHD profiles
2Understand theories relating to ADHD, including genetics, dopamine, developmental pathways, and environmental factors
  • 2.1Explain characteristics commonly associated with ADHD, including attention regulation, impulsivity, hyperactivity, emotional regulation, and working memory differences.
  • 2.2Explain the role of dopamine and other neurotransmitters, including how differences in dopamine pathways influence attention, reward, motivation and emotional responses.
  • 2.3Consider theories relating to ADHD and developmental delay, including executive function development, brain maturation, and the concept of ‘developmental lag’.
  • 2.4Analyse the impact of adverse early life experiences, trauma, and chronic stress on attention, emotional regulation and behaviour.
  • 2.5Explain the concept of latent vulnerability, including how early adversity can shape long-term stress responses and increase sensitivity to environmental triggers.
  • 2.6Describe the interaction between biology and environment, recognising that ADHD traits can be intensified or buffered by relationships, support, predictability and safety.
3Understand self-regulation, executive functioning, and sensory- regulation processes.
  • 3.1Explain the meaning of executive function, including working memory, cognitive flexibility, planning, inhibition and emotional regulation.
  • 3.2Describe self-regulation, self- organisation and self-evaluation and how these processes may differ for people with ADHD.
  • 3.3Identify indicators of challenges with executive function, including difficulties with transitions, time perception, prioritising, task initiation and sustaining attention
  • 3.4Describe sensory regulation including how individuals process sensory input differently and how this affects behaviour, focus and wellbeing.
  • 3.5Explain how sensory overstimulation, sensory seeking, or sensory avoidance can impact daily functioning, emotional responses, and participation.
  • 3.6Recognise the link between dysregulation and behaviour, emphasising that behaviours often communicate unmet needs, overwhelm, or difficulty with processing.
  • 3.7Describe strategies that support regulation including co-regulation, predictable routines, sensory tools, movement breaks, and emotional scaffolding.
4Understand ways of challenging stigma and providing effective, person-centred support
  • 4.1Describe the importance of challenging stigma, bias, and outdated beliefs when working in a support profession.
  • 4.2Explain how to provide person- centred, neurodiversity-affirming support that respects autonomy, dignity and individual communication styles.
  • 4.3Describe practical support strategies including scaffolding executive function, supporting transitions, breaking tasks down and using visual or multi-sensory approaches.
  • 4.4Consider environmental adaptations that reduce overstimulation and support focus, such as lighting, noise reduction, movement opportunities and predictable structure.
  • 4.5Explain the importance of collaborative working including involving families, educators, clinicians and the individual in planning support.
  • 4.6Describe how to promote resilience, including strengths-based approaches, emotional literacy and creating psychologically safe environments.
  • 4.7Evaluate the role of positive relationships, co-regulation, and attuned communication in supporting people with ADHD.

Who is this course for?

This ADHD training course is perfect for social care workers, teaching assistants, foster carers and healthcare professionals who want to move beyond the basics. It is designed for anyone on the frontline who needs practical, down-to-earth strategies to support neurodivergent children or adults effectively.

Duration

1 day course - we can be flexible on start and finish times to suit your needs such as school run friendly times.

Availability

This ADHD course is offered in two delivery formats:

  • Remote Online: Led by a live tutor via Zoom or Microsoft Teams, allowing participants to join remotely. (Also known as virtual classroom training)
  • Face-to-Face: Delivered in person at your location or a venue you arrange. (Also referred to as on-site training)

View a comparison of Remote and in-person face to face training .
Complete our quick enquiry form for a price and available dates.

Certification

Each learner completing this course will receive a digital (PDF) certificate of learning.

Accreditation

The course contents are accredited by the Open College Network (OCN) Credit4Learning as a Level 3 course.

Remote or Face to Face

Choose the learning environment that works best for you: our expert-led training is offered in two convenient formats - remote tutor led online or in person face to face.

Compare Remote with Face to Face

1 Day Course

Flexible start and finish times to suit you. Contact us for available dates.

Accredited

The course contents are accredited by the Open College Network (OCN) Credit4Learning as a Level 3 course.

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Clear pricing

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Course FAQs

Why do I need specific ADHD training if I already work in care or education?

While general care experience is vital, ADHD involves specific neurological differences in dopamine processing and executive function that standard 'behaviour management' often misses. This training helps you understand the 'why' behind the actions, allowing you to provide support that actually works rather than just reacting to symptoms.

How does having ADHD-trained staff benefit our school or care team?

Trained staff can spot the signs of dysregulation early, preventing meltdowns and reducing the need for restrictive interventions. This leads to a calmer environment, better outcomes for service users, and a more confident, cohesive team that feels equipped to handle complex needs.

Is this course too academic for someone who hasn't studied in a while?

Not at all. While it is a Level 3 course, we keep the language down-to-earth and focused on real-world application. We explain the science (like neuroplasticity and genetics) in a way that makes sense for your daily job, ensuring you can use what you learn the very next day.

Can this ADHD training help reduce burnout for staff?

Absolutely. Burnout often comes from feeling powerless or frustrated when support strategies don't work. By understanding ADHD as a neurodivergent trait rather than 'naughtiness,' staff can build better relationships and use effective scaffolding, which reduces stress for everyone involved.

How does this ADHD course address the stigma surrounding ADHD?

We tackle outdated stereotypes head-on. By teaching a strengths-based perspective—highlighting creativity and resilience—we empower you to challenge bias in your workplace and promote a culture of dignity and autonomy for all neurodivergent individuals.
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