A woman hugging a child and a portrait of Shamylea Miller are set against a light background with green abstract shapes and text for an online workshop.

Awaken Genius Alternative Education CIC

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ADHD Through an Awaken Genius Lens From “What’s wrong with this child?” to “What does this child need to thrive?” A practical, reflective workshop exploring ADHD, belonging, identity, emotional regulation, creativity and the education system. What happens when a child’s way of thinking, learning, communicating or regulating is misunderstood? For many children and young people, particularly those experiencing disadvantage or exclusion, behaviours associated with ADHD can be interpreted as defiance, laziness, disruption or a lack of motivation. Over time, these experiences can affect confidence, relationships, engagement with learning and a young person’s sense of belonging. This workshop invites us to change the lens. Rather than asking, “What is wrong with this child?”, we explore a more curious and compassionate question:“What does this child need in order to feel safe, understood, connected and able to thrive?” Drawing on neuro-affirming, trauma-informed, culturally responsive and healing-centred approaches, the workshop explores ADHD beyond a deficit model. We will consider the interaction between neurodivergence, nervous-system regulation, identity, relationships, creativity and the environments in which children are expected to learn and develop.What We'll Explore<ol><li>ADHD: Different, Not DeficientDevelop a deeper understanding of ADHD as a neurodevelopmental  difference, exploring attention regulation, executive functioning, motivation, working memory, impulsivity, emotional intensity, sensory experiences, hyperfocus and divergent thinking.We will consider why a young person can be highly capable and intelligent while struggling to consistently demonstrate their abilities.</li><li>Beyond the LabelExplore the stories and assumptions we can attach to children's behaviour.What might sit underneath:• “They're not listening.”• “They're lazy.”• “They're deliberately disruptive.”• “They could do it if they tried.”• “They're just badly behaved.”Rather than replacing one label with another, we will develop a practice of curiosity — looking beneath behaviour and considering what a child may be communicating or experiencing.</li><li>Inside the ADHD ExperienceStep beyond diagnostic criteria and consider what ADHD can feel like from the inside.We will explore executive-function challenges, emotional intensity, rejection sensitivity, masking and the hidden effort involved in appearing to cope.What happens when masking becomes a way of surviving environments where difference is misunderstood?</li><li>ADHD, Identity, Race and the Education SystemExplore how social and cultural context matters when we think about ADHD, behaviour and educational experiences.We will consider racialised assumptions, adultification, stereotypes around behaviour, exclusionary pathways and the importance of culturally responsive relationships and practice, particularly in relation to Black children and young people.The aim is not to assume that every challenging behaviour has the same explanation, but to recognise that context, identity and environment can shape how behaviour is understood and responded to.</li><li>Behaviour Is Communication Move beyond behaviour management and explore what may be happening underneath behaviour. We will consider: • Safety and co-regulation • Sensory needs • Movement and rhythm • Connection and relationships • Predictability and routine • Choice and autonomy • Overwhelm and dysregulation • Unmet needs The focus shifts from “How do we control this behaviour?” to: “How can we help this young person regulate, reconnect and re-engage?”</li><li>Creating Conditions for Genius Explore practical ways to create environments where ADHD brains can thrive. We will look at four key areas: Relationship — building trust, recognising strengths and reducing shame. Environment — creating predictable, accessible and regulation-supportive spaces. Learning — using visual prompts, manageable steps, choice, movement and different ways of demonstrating knowledge. Regulation — recognising signs of overwhelm and using co-regulation, movement, sensory strategies and opportunities to reset.</li><li>Creativity as a Pathway to Connection and LearningCreativity is not simply something to offer as a reward.We will explore how art, music, movement, storytelling, drama, making, rhythm, games and outdoor learning can become meaningful pathways into learning, communication, expression and regulation.What might happen when we begin to see creativity, curiosity and divergent thinking as strengths rather than distractions?</li></ol>A Change-the-Lens Activity Throughout the workshop, participants will be invited to reconsider familiar statements about children.“He never listens.” What else might we see?“She is always disrupting the lesson.” What might she be communicating?“He is incredibly bright but doesn't fulfil his potential.”What could change if we considered the environment as well as the child? And finally:“This child is difficult.” Could we instead say: “This child is experiencing difficulty.”This simple shift captures the heart of the workshop: seeing the child beyond the behaviour and creating space for understanding, connection and possibility. What You'll Take Away By the end of the workshop, participants will have: • A deeper understanding of ADHD beyond the deficit model• Greater awareness of executive functioning, emotional regulation and lived experience• An understanding of how identity, culture, race and environment can influence experiences of ADHD and education• Practical strategies for supporting regulation, engagement and learning• New ways of thinking about behaviour, exclusion and belonging• Ideas for using creativity as a pathway to learning and connection• A framework for moving from prevention and punishment towards understanding and support• Greater confidence in creating environments where young people can feel safe, seen, valued and able to thrive The Awaken Genius Lens At the heart of this workshop are three questions:SEECan we see the child beyond the behaviour and the label?UNDERSTANDCan we become curious about what their behaviour, brain and nervous system may be communicating?CREATECan we create environments where difference becomes a source of possibility rather than a reason for exclusion? This is more than an ADHD awareness workshop. It is an invitation to change the lens through which we see neurodivergent young people — and to consider what becomes possible when belonging, wellbeing, creativity and connection come before judgement. From prevention to possibility.From exclusion to belonging.From “What’s wrong?” to “What does this child need to thrive?” About Shamylea Shamylea Miller is an Art-Integrated Teacher, Doctoral Researcher, SENDCo, former Math Leader, Awaken Genius Partner &amp; Learning Facilitator, Volunteer Director, and Founder of Knitted Minds. She is passionate about creating neuro-affirming, trauma-informed, and culturally responsive spaces where young people feel seen, understood, and empowered to thrive. Combining educational leadership with creative practice, Shamylea works with schools, practitioners, and communities to shift from deficit-based approaches to frameworks rooted in belonging, connection, and potential.

Awaken Genius Alternative Education CIC

ADHD Through an Awaken Genius Lens

Online Zoom

General Admission

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