Finding strategies, support and confidence during teacher training

Background

This trainee had always been passionate about working with children, but had sometimes worried about whether teacher training would be manageable alongside ADHD. They knew they had creativity, energy and strong relationships with children, but organisation and workload could sometimes feel challenging.

“I knew I wanted to teach, but I was nervous about whether I would cope with all the different parts of training. Planning, evidence, reflections, deadlines, placement, it felt like a lot before I even started.”

They chose Portsmouth SCITT because the route felt personal and supportive.

“I needed to feel that I could be honest. I didn’t want to hide the fact that some things were harder for me. From the start, I felt able to talk about what helped and what I needed.”

Training Year: Understanding How I Learn Best

During the year, the trainee developed a clearer understanding of their own learning, routines and strategies.

“I learned that I need systems that are simple and visible. If something is too complicated, I won’t use it. My mentor helped me think about practical routines, like when to update documents, how to break planning down and how to keep track of feedback.”

They found that some aspects of ADHD also became strengths in the classroom.

“I’m enthusiastic, I notice small changes in children and I can be really creative. I think pupils responded to that. I also understood what it feels like when learning feels overwhelming, so I became more thoughtful about how I explained things.”

Overcoming Challenges: Workload, Focus and Self-Belief

There were moments when the workload felt difficult to manage, particularly when several tasks needed attention at once.

“I sometimes found it hard to know where to start. The support I received helped me prioritise. Instead of seeing everything as one huge task, I learned to ask: what needs doing first, what matters most, and what can wait?”

The trainee also grew in confidence when asking for help.

“I used to worry that asking for support meant I wasn’t good enough. I don’t think that now. Good teachers reflect, adapt and use the support around them. That is part of the job.”

Advice for Future Trainees

They encourage future trainees with ADHD, or other additional needs, to be open about what helps them succeed.

“Don’t wait until you are overwhelmed. Talk to people early. Be honest about what works for you and what doesn’t. You are not a problem to be fixed. You are a trainee learning how to become the best teacher you can be.”

Why This Matters

This story reflects Portsmouth SCITT’s commitment to inclusion, belonging and personalised support. Trainees bring different strengths, needs and experiences, and effective training recognises that support does not lower expectations. It helps trainees meet them.