LITERATURE REVIEW AND THE BIG IDEAS OF SUPPORTING STUDENTS WITH ADHD AND THEIR TEACHERS THROUGH MULTILITERACIES AND RELATIONAL PEDAGOGY

Authors

  • Mark Stuart McInnes University of New England, Australia

DOI:

https://doi.org/10.46827/ejse.v12i1.6523

Keywords:

ADHD and inclusive education, multiliteracies pedagogy, neurodiversity-affirming practice, Universal Design for Learning (UDL), relational and social constructivist pedagogy

Abstract

The increasing prevalence of attention-deficit/hyperactivity disorder (ADHD) in primary school classrooms presents significant challenges for teachers seeking to support students’ academic, social, and emotional outcomes within inclusive settings. This literature review critically analyses fourteen peer-reviewed studies to examine how multiliteracies pedagogy, underpinned by relational pedagogy, may support students with ADHD while also attending to teacher practice and wellbeing. Drawing on three interrelated theoretical frameworks—Vygotsky’s social constructivism, multiliteracies pedagogy, and Universal Design for Learning (UDL) the review synthesises evidence demonstrating that multimodal, collaborative, and socially mediated learning environments can enhance student engagement, agency, and participation. Findings suggest that multiliteracies pedagogy aligns strongly with neurodiversity-affirming perspectives by foregrounding student strengths, offering multiple means of representation and engagement, and reducing reliance on executive functioning and working memory. However, the review also identifies persistent gaps between theory and classroom implementation, particularly regarding teacher capacity, classroom management, and perceptions of pedagogical “chaos.” The analysis highlights a need for research that bridges theory and practice through explicit implementation frameworks that support both students with ADHD and teacher wellbeing. Overall, the review positions multiliteracies pedagogy, when intentionally scaffolded and aligned with UDL principles, as a promising inclusive approach for improving educational outcomes for students with ADHD.

 

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Author Biography

  • Mark Stuart McInnes, University of New England, Australia
    Mark McInnes brings a unique perspective to inclusive education, shaped by an extraordinary career transition from community service to educational practice. After 25 years in policing, where he dedicated himself to supporting and protecting the community, Mark recognised an opportunity to create even greater impact by working with young people during their formative years. This realisation led him to transition into primary education, where he could intervene earlier in children's lives and help shape positive futures. Mark's passion centres on inclusive education and ensuring every child has the opportunity to reach their full potential, regardless of their abilities, backgrounds, or circumstances. He believes that education is the cornerstone of social equity and that all learners deserve access to quality, supportive learning environments where they feel valued and capable. Currently pursuing a Master of Education (Special and Inclusive) at the University of New England, Australia, Mark combines his extensive community engagement experience with evidence-based pedagogical practice. His research interests focus on inclusive frameworks, relational pedagogy, and practical strategies for embedding equity in mainstream educational settings. Mark's unique journey from policing to education enriches his understanding of systemic support, collaborative practice, and the importance of building trusting relationships to foster student success and wellbeing.

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Published

2026-02-07

Issue

Vol. 12 No. 1 (2026)

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