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If you live or work with children with ADHD, you already know, no two learners look the same. One child is constantly on the move, another dissolves into big feelings, another quietly drifts off and misses half the instructions. Yet they all carry the same three letter label. A new study published in JAMA Psychiatry has taken a closer look at children’s brains and confirmed what families and teachers see every day, ADHD is not a single, uniform condition, but at least three

Many children with learning differences do not need “more of the same” reading instruction – they need the right kind of teaching, delivered often enough to re‑wire habits and build confidence. There is “no question” that struggling readers learn more rapidly under conditions of greater instructiona l intensity (small groups, frequent sessions) than in typical classroom settings, with successful studies using 20–45 minutes per day, 4–5 days per week. (Torgesen, 2004) How do

How infant brain connectivity signals later reading risk

Hidden roots of reading: what infant brain studies reveal about later literacy difficulties

Learning About Neurodiversity at School (LEANS) is a research-informed educational programme developed by the Salvesen Mindroom Research Centre at the University of Edinburgh. Launched in response to the growing recognition of neurodiversity within mainstream education, LEANS aims to foster greater understanding, acceptance, and inclusivity for neurodivergent pupils — those who may think, learn or communicate in ways that differ from the majority.​ Personalising literacy to m

A significant new piece of research published in Frontiers in Education (June 2025) titled “Digital literacy and academic performance: The mediating role of self-efficacy and metacognitive strategies” offers compelling insights into how digital literacy skills influence student achievement. Though not specific to neurodivergent learners, its findings have strong implications for how specialist literacy educators can better tailor digital tools and strategies to meet diverse

New Zealand’s Budget 2025 promises a transformative boost to learning support, with headlines touting $2.5 billion in education spending over four years and major investments in additional learning needs, teacher aides, early intervention, and specialist provision. At first glance, this seems a watershed moment— more teacher aide hours, expanded early intervention, and increased operational grants for schools. However, a closer reading exposes both strengths and substantive g

Insights from Recent Research Twice-exceptional (2e) students are those who possess significant academic talents alongside neurodevelopmental challenges such as autism spectrum disorder (ASD). Supporting this unique population requires an approach that goes beyond conventional gifted or special education frameworks. A major recent study led by scholars at the University of Connecticut synthesised data from interviews, surveys, and case studies of academically talented student

Recent advances in neuroscience are radically reshaping our understanding of how children learn to read—and why some struggle—offering educators powerful insights for supporting diverse learners in every classroom (Wu Tsai Neurosciences Institute, 2025; Gotlieb, Rhinehart, & Wolf, 2025). How the Brain Learns to Read Key predictors of future literacy, such as phonological awareness and “perceptual expertise” for letter patterns, are reflected in both brain anatomy and response

A 2024 article from ADDitude Magazine, “Unlocking Achievement in Students with Dyslexia and ADHD” by Dr Mark Bertin, provides an accessible summary of how structured literacy approaches benefit students with ADHD in addition to those with dyslexia (Bertin, 2024). Article Summary Bertin (2024) explains that learning to read is uniquely challenging for many children with dyslexia and for those with ADHD. Structured literacy—characterised by explicit, systematic, and multisensor

A notable 2025 article, “‘Beyond the Stereotype’: Neurodivergent Students’ Experience and Peer and Teacher Understanding of Neurodiversity in a Mainstream Girls’ School” by Milner, Mohamed, and Happé, explores the lived experiences of neurodivergent students and how schools can better support and understand them (Milner et al., 2025). Article Summary This mixed-methods UK study surveyed and interviewed students and teachers in a mainstream school, focusing on neurodivergent s

Recent research highlights that the science of reading—structured, evidence-based instruction—can help up to 95% of students achieve literacy success, including those who are neurodivergent. Strong Tier 1 (core) instruction, delivered with fidelity and responsiveness, is foundational. However, the research also cautions that while whole-class scaffolding and structure benefit all learners, neurodivergent students need more: a hybrid model that combines class-wide strategies w

Supporting children who struggle with reading, writing, or spelling—especially those who are neurodivergent or learning English as an additional language—can feel overwhelming. With so much new research emerging, it’s important to understand not only what each study says but how these findings fit together to shape effective teaching and tutoring practices. In this post, we’ll explore the key insights from the latest research on structured literacy and neurodiversity, highlig