Photo by Claudia Nuzzo
Contextual Background
I teach Audiovisual Journalism to third-year BA students who are working on their Final Major Project and have chosen the audiovisual pathway. Approximately 15% of these students have Individual Support Agreements (ISAs) under the Equality Act 2010 definition of a disabled person. In this case study, I will focus on strategies to improve my teaching for students presenting neurodivergence, particularly those with Attention-Deficit/Hyperactivity Disorder (ADHD) and those who do not have a diagnosis but experience similar difficulties.
Evaluation
In my observation of BA students with ADHD, I noticed they might present a non-linear creative mind but can struggle to stay focused and feel overwhelmed without clear instructions. They can be disorganised, have difficulty planning ahead, and as a result, miss deadlines.
Due to privacy regulations, I cannot access details about students’ conditions, but I can review the disability service guidelines, which, while useful, are often generic. To better understand their needs, I have informal one-to-one conversations in class to identify areas where they need extra support for their portfolio.
I also help them create a plan with deadlines that suit them, letting them choose whether to draw or write their schedules. A clear timeline can reduces stress and gives them more control over their workload.
Using mind maps and drawings helps them work in a more structured way. Since video editing is key in this Unit, I ensure they know how to use labeling and color-coding features in editing software to stay organised.
While this approach supports students with ADHD, it does not fully address those without an official diagnosis.
Moving forwards
I will stay in closer contact with the disability office and attend some courses. Emma Price is my key contact for advice on better supporting students. I plan to reach out to her more often, especially if I suspect a student may have undiagnosed neurodivergence. I am also planning this year to attend some courses offered by the disability service which will be useful to improve my knowledge of this topic.
I will continue learning from experienced colleagues. I have already learned a lot from colleagues with years of experience teaching students with ADHD. My manager, in particular, showed me how structuring sessions with clear outcomes helps neurodivergent students stay engaged. She also encouraged me to upload learning materials online in advance, as students with disabilities often benefit from extra time to review them. I have found this simple yet effective and will incorporate it more into my practice.
I will continue informing my practice with specific readings. For instance, I previously observed differences in how ADHD can manifest in male and female students. While males often exhibit more physical hyperactivity, females tend to express it more through language. I was not sure if this was merely my perception or if it had a scientific basis. I found my answer in Sandra Rief’s book How to Reach and Teach Children with ADD/ADHD, where she confirms these tendencies and offers practical advice.
In Freedom to Learn (1969), Carl Rogers argues that teachers should act as facilitators rather than enforcers of knowledge. I apply this by fostering a learning environment based on trust, flexibility, and individual needs, which is particularly valuable for students facing ADHD-related challenges.
I will propose a peer mentoring program aimed at creating awareness about ADHD address to all students.
We could invite some volunteers, students or former students, to share their knowledge and coping strategies they have developed at university. This could be really helpful, as students often trust their peers more than tutors and might feel more comfortable sharing their challenges with them. This mentoring program will benefit both students with and without ADHD.
References
Rogers, C.R. (1969) Freedom to Learn: A View of What Education Might Become. Columbus, OH: Merrill.
TeachHQ Carl Rogers: Humanistic Education Approach. Available at: https://teachhq.com/article/show/carl-rogers-humanistic-education-approach (Accessed: 17 February 2025).
Rief, S. (2005) How to Reach and Teach Children with ADD/ADHD. 2nd edn. San Francisco: Jossey-Bass.