ADHD & Executive Functioning in the Classroom: Evidence-Based Strategies

Every day, students with ADHD and executive functioning challenges walk into our classrooms carrying invisible burdens—struggling to remember directions, stay on task, regulate emotions, and keep up with peers. These aren’t signs of laziness or defiance; they are signs of unmet neurological needs. This course is designed to help educators see beyond behavior, recognize the impact of executive skill deficits, and respond with compassion, clarity, and confidence.

Grounded in the work of leading experts Dr. Russell Barkley and Drs. Karen Fried & Melissa Mullin, this course blends the science of ADHD and executive functioning with practical, ready-to-use classroom strategies. Participants will not only learn how to recognize the signs of dysregulation and lagging executive skills, but also how to build systems that foster independence, resilience, and success. Whether you’re a classroom teacher, coach, or administrator, this course offers a powerful opportunity to create a learning environment where every student—especially those who struggle the most—feels understood, supported, and capable.

Course Format:

This course is six weeks, self-paced, and asynchronous. As your professor, I recognize that life is complex and unpredictable, and I am committed to supporting your learning journey while considering your individual circumstances. While the hours for this course are outlined below and separated into ‘in class’ and ‘out of class’ hours, these may vary as to ‘where’ you do your learning. 

In-class activities may include (but are not limited to) interactive discussions, video lessons, guided reflections, interviews, and simulations that allow participants to explore key concepts in practical and engaging ways. Readings may take place both in and out of class, depending on how they support the application of course content. Out-of-class activities often encourage real-world application through assignments, observations, and continued reflection. This balanced approach helps educators connect their learning to everyday teaching practices and deepen their professional growth.

If you encounter challenges—whether personal, academic, or otherwise—that may impact your ability to meet course expectations, I encourage you to reach out to me as early as possible. Together, we can discuss options such as extensions, alternative assignments, or other accommodations to ensure your success in this course.

My goal is to create an inclusive and supportive learning environment that prioritizes open communication and mutual respect. Please do not hesitate to advocate for yourself or seek guidance—I am here to help you succeed.

Learning Objectives:

• Participants will identify and describe the core characteristics of ADHD and executive functioning (EF), including how EF deficits affect behavior, attention, and academic performance in classroom settings.
• Participants will analyze case scenarios to distinguish between ADHD-related behaviors and specific executive functioning challenges such as task initiation, working memory, and impulse control.
• Participants will select and implement appropriate interventions based on student needs, using evidence-based tools and techniques from Barkley’s and Fried & Mullin’s frameworks to support attention, regulation, and independence.
• Participants will review and assess the impact of selected accommodations and strategies by analyzing student response data and reflecting on behavioral and academic outcomes.
• Participants will develop a support plan for one or more students or for a whole-class setting, integrating instructional routines, visual supports, and coaching practices to build executive functioning skills and manage ADHD-related challenges.

Course Requirements: 

(NOTE: If credit is being offered for this activity, the requirements are the same whether the participant is taking the class for license renewal credit or graduate credit. A passing grade for license renewal credit is the equivalent of an ‘A’ or ‘B’ letter grade in a graduate course.)

Participants will need to complete all of the assignments in class in order to meet the required number of hours for credit.

Required Texts & Materials: 

1. Barkley, R. A. (2016). Managing ADHD in school: The best evidence-based methods for teachers. PESI Publishing & Media.
2. Fried, K., & Mullin, M. (2023). Executive functioning workbook: Putting the puzzle pieces together. K&M Center Press.

Also, students are expected to read relevant journal articles that are assigned and engage with videos also assigned throughout the course as needed.

Course Details:

Date: Available for registration anytime
Instructor: Stephanie Scott (stephanie@growprofessionally.com)
Number of Graduate/License Renewal Credits:  2
Higher Ed Partner for Graduate Credit: Morningside University