talked about the environment and kind of thinking of tweaks are there any that I recognize every family is different so this may not be the best question but are there any that you can think of that you've seen you know over and over or ones that you think oh this like the top two that you could kind of maybe suggest to parents that might be those quick wins the low hanging fruit that you know someone could try and get that yeah get the quick win

Yeah, well, look, I love this stuff and there is so many like my brain just floods with all the possibilities, right? And there's nothing that I've worked with over 40,000 families now.

So I've got a big frame of reference, but it's also about working out what works for that family.

And I call it the golden thread because once we work out some sort of system or a strategy that works for that family, it tends to work across a lot of friction areas.

And sometimes it just takes us a little bit of experimenting and a little bit of teasing out to work out what is that golden thread for that family.

But once you hit on it far out, it's so exciting.

Like it's totally my jam.

Yeah.

It's the breeze of it really, isn't it?

Yes.

Yeah.

And how people's different coping mechanisms for navigating it.

So rejection sensitivity dysphoria is essentially someone feeling, uh, intense, um, a, an intense emotional response to perceived or real rejection.

Now, remember, the ADHD brain is in a state of hyperarousal a lot of the time, and it is looking for threat, like it's designed to scan for threat.

And plus, we add to the fact that it does genuinely get more rejections than the neurotypical person, right? So had more experience with rejection, and now we are seeing little micro-rejections or little microaggressions everywhere, and the easiest way for me to give an example of rejection sensitivity dysphoria is actually perceiving neutral interactions as a rejection.

[chuckles]

What are some simple but evidence-based strategies teachers can use in the day to support those students with ADHD in their classroom?

My first thing would be to recommend connection above everything else.

So we know that children with ADHD will participate and be on board with strategies and be on board with classes and lessons and activities way more for people that they believe are on their team.

So before we do anything else, we want to establish a relationship with that child.

Now, when I say that, you often think of, oh, that's going to take ages.

Like that's we don't have time for that.

We're in a big class.

So that's why I asked this question.