ADHD, busy brains and working memory

Written by Jonathan Hewston • Reviewed October 2026

Start with the task, not the label

A child can appear distracted for many reasons. Begin by asking what the task requires them to hold in mind, organise or switch between. Long verbal instructions, multiple materials and unclear starting points can make a simple activity feel much larger.

Make the first step visible

Put the starting action where the pupil can see it. A short checklist, model, example or visual cue can reduce the amount of information that has to be remembered before work even begins.

Chunk instructions

Give one or two steps, check understanding, then add the next step. This is not about lowering expectations; it is about making the route to the expectation easier to follow.

Use predictable routines

When the structure of a lesson is familiar, more attention can go into the learning itself. Repeated headings, consistent places for equipment and simple transition cues can all reduce unnecessary decision-making.

Build in movement and reset points

Some pupils benefit from brief opportunities to move, reset or change position. The goal is purposeful regulation rather than treating movement as a reward or punishment.

How Busy Brain fits

Cal and the Busy Brain gives adults and children a shared story language for talking about racing thoughts, focus, energy and supports. It is a conversation resource, not a diagnostic tool.