Other considerations for attention


Homework may be challenging for some students. When setting homework, consider what types of activities they could complete within a set time or to a set standard. 

It may be helpful to teach students how to use a homework planner, and to give them prompts when they need to write things down. Some students may need to be shown how to break down projects and study into smaller tasks, and to plan their time. Teachers or SLSOs can check and sign planners. 

Consider ways to support parents and carers to use a consistent homework routine at home. This may involve doing homework in a distraction-free area, if possible, at a fixed time. Parents or carers may be able to check that tasks in the planner are finished and provide lots of encouragement. 

Teaching tips that may be relevant to homework include: adapt activities, teach students self-management and academic skills.


For more information about supporting students with disability when transitioning across education settings, access our transition page. 

Post-school transition to adult life should begin as early as possible in school. 

Aim to increase independence by working on organisational, social and problem-solving skills, and time- and self- management skills. Provide plenty of opportunities to practise them across a range of contexts. 

It may be helpful to identify skill gaps and develop a support plan to help them be successful (for example, social skills, academic and/or employment skills). 

Other co-occuring conditions

Students with attention challenges may also be on the autism spectrum or experience attention-deficit/hyperactivity disorder (ADHD), specific learning disability, intellectual disability, or anxiety.

Refer to understanding disability page to help support the student.