What ADHD is and how it affects learning
ADHD is a neurodevelopmental disorder. It affects the ability to sustain attention, control impulses and get organised, and it shows at home and at school: in tasks, homework and the way a child learns.
It often appears alongside other learning difficulties, such as dyslexia or dyscalculia. That is why it helps to look at the child’s whole profile: attention, working memory, reading and maths.
Warning signs at home and at school
- finds it hard to stay focused on tasks and is easily distracted,
- does not finish what they start or often loses their things,
- moves around a lot or finds it hard to wait their turn,
- answers before the question is finished or often interrupts.
Many children show some of these behaviours. What matters is that they are frequent, persist over time and across settings, and interfere with daily life. ADHD is diagnosed by a health professional: a paediatric neurologist, child psychiatrist or clinical psychologist.
Assessing attention and working memory
The NeurekaTEST battery includes two short tests, with automatic scoring:
- NeurekaAtt, sustained attention (ADHD indicators): 10 minutes,
- NeurekaMem, working memory: 5 minutes.
Stimuli are randomised, so the assessment can be repeated to monitor progress without a learning effect. In schools, screening the whole class brings signs of difficulties such as ADHD to light early, with consistent criteria and without labelling anyone.
Training attention and working memory
NeurekaLab works on attention and working memory in a personalised way, alongside reading and maths. Activities adapt to each child’s progress, in short sessions of 15 minutes at most: limited screen time with an educational goal. Reports show how the child is progressing.
It is a complement: it does not replace treatment or clinical intervention, and it can work as coordinated support with the professionals who care for the child.
Grounded in science
NeurekaLab is a spin-off of the University of Barcelona and UVic-UCC. Assessment and intervention are structured following the DSM and backed by scientific studies.
