ADHD: Myths & Facts

Overview

This 60-minute lesson is designed for 12 Year 4 students as the second session of the unit Understanding Neurodiversity Together. It focuses on broadening understanding of Attention Deficit Hyperactivity Disorder (ADHD) by exploring common myths and factual information. Using discussions, interactive activities, and reflective tasks, students will develop empathy, respect, and inclusive attitudes towards peers with ADHD.

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Curriculum Links

Personal, Social, Health and Economic Education (PSHE) - Relationships and Health Education

• National Curriculum for England (DfE 2020) – Key Stage 2
• Learning Objectives:
  • Recognise the importance of respecting others' differences and diversity (Relationships Education).
  • Understand how individuals may have different ways of thinking and behaving, and that this diversity should be respected (Health Education).
  • Develop skills for working collaboratively and communicating with empathy.

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Learning Objectives

By the end of the lesson, pupils will:

1. Identify and distinguish between common myths and facts about ADHD.
2. Understand how ADHD affects individuals differently.
3. Recognise the importance of respectful attitudes towards neurodiversity.
4. Develop collaborative discussion and critical thinking skills.

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Resources Needed

• Whiteboard and markers
• Printed "Myth vs Fact" cards (6 myth cards and 6 fact cards – see examples below)
• Large poster paper and coloured pens
• Video clip (2-3 mins) – Child-friendly explanation of ADHD (teacher-led viewing)
• Reflection worksheet: “What I learned about ADHD” (simple sentences and drawing space)

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Lesson Structure

1. Introduction and Recap (10 minutes)

• Greet class and briefly review Lesson 1 key points about neurodiversity.
• Introduce today’s focus: ADHD myths and facts.
• Show a short video (2-3 mins) explaining ADHD in child-friendly language (e.g. differences in attention, activity levels, impulsivity).
• Ask simple recap questions: What is ADHD? Why do people sometimes misunderstand it?

2. Group Activity: Myth vs Fact Sorting (20 minutes)

• Divide class into 3 groups of 4 students.
• Provide each group with a mixed set of "myth" and "fact" cards about ADHD (shuffle and vary sets slightly).
• Tasks:
  1. Discuss with your group what you think each statement means.
  2. Sort the cards into two piles: "Myths" and "Facts".
  3. Use a large poster paper to write or draw one key myth and one key fact they found interesting.
• Teacher circulates, facilitates dialogue, and asks guiding questions, e.g.:
  • "Why do you think some people might believe this myth?"
  • "How does the fact help us understand ADHD better?"

Example Myth Cards:

• "People with ADHD are just lazy."
• "ADHD only affects boys."
• "Everyone with ADHD is hyperactive."

Example Fact Cards:

• "ADHD is a brain condition that affects attention and self-control."
• "Girls with ADHD may show different signs than boys."
• "People with ADHD can be very creative and energetic."

3. Class Discussion and Debrief (15 minutes)

• Each group briefly presents their poster to the class.
• Teacher clarifies misconceptions and highlights key facts.
• Emphasise that ADHD looks different in everyone, and understanding these differences helps us be kind and supportive friends.
• Discuss how language and attitudes affect people’s feelings and inclusion.

4. Reflection and Consolidation (10 minutes)

• Hand out the reflection worksheet: students write or draw something new they learned about ADHD and one way they can be a good friend to someone with ADHD.
• Optional: invite a few volunteers to share reflections.
• Reinforce the importance of celebrating neurodiversity.

5. Plenary and Next Steps (5 minutes)

• Quick ‘Quiz’ game with a show of hands: Teacher reads out myth or fact statements, students respond with thumbs up (fact) or thumbs down (myth).
• Summarise lesson and preview next lesson focusing on "How to be an Ally to Neurodiverse Friends".

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Assessment

• Formative: Observation of group discussions to assess understanding and engagement.
• Product: Group posters demonstrating ability to distinguish myths/facts.
• Reflective: Worksheet responses showing individual learning and empathy development.

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Differentiation

• Provide sentence starters on worksheets for less confident writers (e.g., "I learned that..." "I can be a good friend by...").
• Mixed ability groups encourage peer support.
• Use of visual and kinaesthetic sorting activity ensures engagement for various learning styles.

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Extension Ideas

• Create a class “Neurodiversity Wall” featuring facts, personal messages, and positive affirmations.
• Invite a guest speaker with ADHD or show a simple animated story of a neurodiverse child’s day.

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This lesson fosters empathy and inclusivity aligned with PSHE standards, empowering students with accurate knowledge and encouraging respectful attitudes around neurodiversity.