Welcome to the Willful Steps Research Hub

ADHD (Attention-Deficit/Hyperactivity Disorder) is one of the most common neurodevelopmental conditions, affecting children, adolescents, and adults across every community. Its impact is felt not just in classrooms, but in homes, workplaces, and volunteer organisations. Research shows that targeted ADHD training is a powerful tool for creating supportive, productive, and inclusive environments.

Why ADHD Training Matters: The Evidence

What the Research Shows

Systematic reviews and meta-analyses reveal that ADHD training programs significantly improve knowledge and confidence among educators and staff, leading to better support for individuals with ADHD. These programs are also linked to reductions in disruptive behaviours and improvements in attention, social skills, and academic outcomes for children and adolescents.

Training Makes a Measurable Difference

Beyond Medication: The Value of Skills-Based Interventions

While medication is a well-established treatment for ADHD, research highlights the unique and complementary benefits of non-pharmaceutical approaches—especially cognitive and executive function training. These interventions have been shown to reduce core symptoms of ADHD, enhance executive functioning, and lead to long-term gains in learning and behaviour

Empowering Teachers and Organisations

Studies consistently find that when teachers and staff receive ADHD-specific training, their ability to support neurodiverse individuals increases dramatically. This not only benefits those with ADHD but also improves the learning and working environment for everyone

Improving Long-Term Outcomes

Evidence suggests that individuals with ADHD who are supported by trained adults and inclusive practices achieve better educational and occupational outcomes over their lifetime

Evidence-Based Strategies Work

Practical, research-backed strategies—such as structured routines, visual supports, and positive reinforcement—are proven to make a difference in attention, behaviour, and social participation for people with ADHD

The Willful Steps Commitment

At Willful Steps, we are committed to delivering ADHD training grounded in the latest scientific research. We believe that knowledge is the first step toward understanding, inclusion, and empowerment—for individuals, families, and organisations alike.

References

Training Cognition in ADHD: Current Findings, Borrowed Concepts, and Future Directions. Frontiers in Human Neuroscience, 2012.

The Effects of ADHD Teacher Training Programs on Teachers and Pupils: A Systematic Review and Meta-Analysis. Journal of Attention Disorders, 2020.

School staff perspectives on ADHD and training. Emotional and Behavioural Difficulties, 2021.

Effectiveness of Cognitive Training for School-Aged Children and Adolescents with ADHD: A Systematic Review. Frontiers in Psychology, 2020.

Schooling and Occupational Outcomes in Adults with ADHD. Education Sciences, 2023.

Evidence-based strategies for ADHD. NSW Department of Education, 2024.

Some more research...

Remediating Organizational Functioning in Children with ADHD

Summary:
A randomised controlled trial comparing Organisational Skills Training (OST) and a performance-based intervention (PATHKO) with a control group in children with ADHD. Both interventions led to significant, sustained improvements in organisational, time management, and planning (OTMP) skills.

Contribution:
Demonstrated that both structured skills training and reinforcement-based interventions can improve daily functioning for children with ADHD in real-world settings.

Significance:
Shifted the focus from symptom management to practical, functional skills essential for success in school and care environments.

Key Change Promoted:
Encourages the implementation of structured organisational skills and reinforcement programs in after-school and daycare settings.

Reference:
Abikoff, H. B., Gallagher, R., Wells, K. C., Murray, D. W., Huang, L., Lu, F., ... & Petkova, E. (2013). Remediating Organizational Functioning in Children with ADHD: Immediate and Long-Term Effects from a Randomized Controlled Trial. Journal of Consulting and Clinical Psychology, 81(1), 113–128. https://doi.org/10.1037/a0029648

Meta-analysis of Organizational Skills Interventions for Children and Adolescents with ADHD

Summary:
A meta-analysis reviewing the effectiveness of organisational skills interventions for children with ADHD, finding moderate to large improvements in organisational skills as rated by teachers and parents.

Contribution:
Provided a strong evidence base for the effectiveness of organisational skills training, supporting its broader adoption in educational and care settings.

Significance:
Justified the integration of organisational skills interventions as a standard practice in OSHC and daycare environments.

Key Change Promoted:
Supports the use of evidence-based organisational skills programs as a core part of ADHD management.

Reference:
Langberg, J. M., Epstein, J. N., Becker, S. P., Girio-Herrera, E., & Vaughn, A. J. (2012). Evaluation of the Homework, Organization, and Planning Skills (HOPS) Intervention for Middle School Students with ADHD as Implemented by School Mental Health Providers. School Psychology Review, 41(3), 342–364. https://doi.org/10.1080/02796015.2012.12087458

The Management of ADHD in Children and Adolescents: Bringing Evidence to the Clinic and Community

Summary:
A comprehensive review of clinical evidence and guidelines for ADHD management, emphasising individualised, person- and family-centred approaches and the importance of translating evidence into practice across settings.

Contribution:
Bridged the gap between research and practical application, advocating for context-sensitive, individualised interventions.

Significance:
Highlighted the need for flexible, guideline-based care tailored to each child’s needs in OSHC and daycare settings.

Key Change Promoted:
Promotes individualised intervention planning and adherence to evidence-based guidelines in diverse care environments.

Reference:
Cortese, S., Adamo, N., Del Giovane, C., Mohr-Jensen, C., Hayes, A. J., Carucci, S., ... & Cipriani, A. (2018). Comparative Efficacy and Tolerability of Medications for Attention-Deficit Hyperactivity Disorder in Children, Adolescents, and Adults: A Systematic Review and Network Meta-Analysis. The Lancet Psychiatry, 5(9), 727–738. https://doi.org/10.1016/S2215-0366(18)30269-4

Parent & Carer Experiences of ADHD in Australian Schools

Summary:
A large-scale Australian survey capturing parent and carer perspectives on ADHD management in schools and after school care, highlighting gaps in adjustments, the need for staff training, and the importance of movement breaks and individualized support.

Contribution:
Brought family perspectives into the conversation, identifying real-world challenges and needs in educational and care settings.

Significance:
Provided actionable insights for service providers and policymakers to improve the inclusivity and effectiveness of ADHD support.

Key Change Promoted:
Advocates for increased staff training, more flexible and movement-friendly environments, and greater family collaboration.

Reference:
Australian Government Department of Social Services. (2023). Parent & Carer Experiences of ADHD in Australian Schools. https://www.dss.gov.au/disability-and-carers-publications-articles-parent-carer-experiences-of-adhd-in-australian-schools

Kids Health Info: ADHD – Ways to Help Children at School and Home

Summary:
A practical resource summarising research-backed strategies for supporting children with ADHD, including behaviour modification, structured routines, and collaboration between home and school.

Contribution:
Translated research into accessible, actionable recommendations for educators and caregivers.

Significance:
Informed best practice in both formal research and daily care, reinforcing the importance of practical, consistent strategies.

Key Change Promoted:
Encourages structured routines, positive reinforcement, and collaborative approaches in OSHC and daycare settings.

Reference:
Royal Children’s Hospital Melbourne. (2022). Kids Health Info: ADHD – Ways to Help Children at School and Home. https://www.rch.org.au/kidsinfo/fact_sheets/ADHD_ways_to_help_children_at_school_and_home/

Improved Workplace Performance and Productivity

Summary:
Research shows employees with ADHD face significant challenges at work, including difficulties with focus, time management, and task completion. However, when employers provide targeted support and understanding, both individual and organisational performance improve.

Contribution:
Studies demonstrate that workplace accommodations and ADHD training help employees manage symptoms, leading to enhanced job performance and engagement.

Significance:
This evidence highlights that supporting ADHD in the workplace is not only beneficial for affected employees but also for overall productivity and morale.

Change:
Businesses that invest in ADHD awareness and support see measurable improvements in employee effectiveness, satisfaction, and retention.

Reference:
Centre for ADHD Awareness, Canada (CADDAC), ADHD in the Workplace (2023), pp. 2–8. Available at: https://caddac.ca/wp-content/uploads/ADHD-in-the-Workplace_Final-EN.pdf

Enhanced Inclusion, Retention, and Team Dynamics

Summary:
Inclusive workplace cultures that recognise and support neurodiversity foster greater employee engagement, satisfaction, and retention.

Contribution:
Research finds that employees with ADHD are more likely to stay and thrive in workplaces where they feel understood and included, and where accommodations are available.

Significance:
This underscores the importance of proactive inclusion strategies, not just for legal compliance, but for organisational health and reduced turnover.

Change:
Organisations adopting ADHD training and inclusive practices report higher retention rates, better teamwork, and improved morale.

Reference:
Centre for ADHD Awareness, Canada (CADDAC), ADHD in the Workplace (2023), pp. 8–10. Available at: https://caddac.ca/wp-content/uploads/ADHD-in-the-Workplace_Final-EN.pdf

Unlocking Strengths and Innovation

Summary:
People with ADHD often possess unique strengths, such as creativity, adaptability, and hyperfocus, that can be harnessed for innovation and problem-solving.

Contribution:
Research and workplace surveys show that recognising and leveraging these strengths benefits both the individual and the organisation, leading to increased innovation and productivity.

Significance:
This shifts the narrative from “accommodation” to “asset,” encouraging businesses to value neurodiversity as a competitive advantage.

Change:
Employers redesign roles and workflows to emphasise employee strengths, resulting in higher job satisfaction and organisational creativity.

Reference:
APM, How to lead, manage & support employees living with ADHD (2024). Available at: https://apm.net.au/employers/employer-resources/how-to-lead,-manage-support-employees-living-with

Positive Return on Investment (ROI)

Summary:
Workplace accommodations for ADHD are typically low-cost and deliver a strong financial return by increasing productivity and reducing turnover.

Contribution:
A survey of over 3,500 employers found that 85% of accommodations resulted in retaining a valued employee, 53% reported increased productivity, and 46% eliminated the cost of hiring and training replacements.

Significance:
This demonstrates that investing in ADHD training and accommodations is not only ethical but economically sound.

Change:
More organisations are proactively implementing ADHD training and supports, seeing tangible cost savings and business benefits.

Reference:
Centre for ADHD Awareness, Canada (CADDAC), ADHD in the Workplace (2023), p. 8. Available at: https://caddac.ca/wp-content/uploads/ADHD-in-the-Workplace_Final-EN.pdf

Better Support for Employees and Families

Summary:
Workplaces that understand ADHD are better equipped to support employees with ADHD and those caring for family members with ADHD, leading to improved well-being and work-life balance.

Contribution:
Research highlights that supportive environments reduce stress, absenteeism, and burnout, while boosting overall job satisfaction.

Significance:
This is crucial for employee retention and organisational resilience, especially as neurodiversity becomes more visible in the workforce.

Change:
Employers are increasingly offering flexible work arrangements, information sessions, and family support as part of their ADHD training initiatives.

References:
Akili Interactive, ADHD in The Workplace (2023). Available at: https://www.akiliinteractive.com/workplacesurvey
Cognassist, Impact of ADHD in the workplace (2024). Available at: https://cognassist.com/insights/blog/impact-of-adhd-in-the-workplace/

Evidence for Training and Workplace Interventions

Summary:
Systematic reviews confirm that psychosocial interventions, group-based strategies, and workplace training improve employment outcomes, organisational skills, and relationships for adults with ADHD.

Contribution:
These interventions go beyond symptom management, supporting real-world functioning and workplace success.

Significance:
This provides a robust evidence base for the effectiveness of ADHD training and support in employment settings.

Change:
There is a growing call for businesses and volunteer organisations to implement structured ADHD training and workplace interventions as part of best practice.

References:
Rojon, C., et al., ‘A systematic review of interventions to support adults with ADHD at work’, Frontiers in Psychology, 13 (2022), 893469. Available at: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.893469/full
Birkbeck College, University of London, ‘A systematic review of interventions to support adults with ADHD at work’ (2022). Available at: https://pmc.ncbi.nlm.nih.gov/articles/PMC9443814/