From the Cool Cat Teacher Blog by Vicki Davis
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ADHD can be so misunderstood. I know there was a season I had to learn about what it is. How to be sensitive to students — and my own children. As a Mom, a child with ADHD is a very sensitive topic to me. Even in hindsight I remember the struggle and wonder if the decisions I made were on point based on what today's guest and many others have taught me about ADHD. This is the episode I wish I could have had as a Mom and a teacher fifteen years a go.
But I can't go back, but I can help all of us go forward.
You see, often when we think about ADHD, we might picture a student who can't sit still or struggles with focus. That is only the story. This misconception was one I wished I could have cleared up sooner for myself because it can cost our students (and children) confidence, relationships, and success.
Jheri South, a certified ADHD specialist and a Mom of seven (yes I said 7) neurodivergent children shares important information we need to know.
The neuroscience is clear: ADHD is far more about what happens in the mind than about the behaviors we see. When we understand this, it can change so much about how we teach (and parent) in ways that help everyone be happier.
When we think about ADHD in the classroom, most of us picture a student who can’t sit still or struggles with focus. But that’s only half the story—and it’s a misconception that’s costing our students real confidence, real relationships, and real success. Jheri South, a certified ADHD specialist and mom of seven neurodivergent kids, is here to set the record straight. The neuroscience is clear: ADHD is far more about what’s happening inside the mind than the behaviors we see, and understanding that difference changes everything about how we teach.
Sponsor: VAI Educator's Studio
This episode is sponsored by Van Andel Institute for Education — Educator’s Studio.
Classroom-tested lessons, hands-on projects, and professional development for K–8 teachers. Get an annual membership for only $9.99 using promo code COOLCAT for 50% off. Head over to coolcatteacher.com/vai to explore resources that save you time while sparking real creativity in your classroom.
In this episode, you’ll discover the five things that actually engage an ADHD brain (hint: “just try harder” isn’t one of them), the hidden emotional struggle that affects 95% of people with ADHD, and the simple shifts in classroom practice that turn frustration into breakthrough moments.
Key Takeaways for ADHD in Your Classroom
- ADHD is neurological, not behavioral. The DSM focuses on behaviors, but ADHD is primarily about what’s happening inside the brain—overthinking, hyperarousal, and inconsistent executive function. Understanding this distinction is the first step to moving beyond judgment and toward compassion and strategy.
- The five things that engage an ADHD brain are: novelty, interest, challenge or competition, urgency, and passion. For neurotypical students, importance and reward are enough. For ADHD students, at least one of these five must be present. This is why students procrastinate until the night before—urgency turns the brain on. It’s not laziness; it’s neurology.
- Rejection sensitivity dysphoria (RSD) affects 95% of people with ADHD and is a primary source of emotional dysregulation. Being called on unexpectedly, constructive criticism, and perceived failure trigger intense emotional responses. One-third of people with ADHD say RSD is their most impairing symptom—more disabling than distractibility.
- Inconsistency erodes self-confidence. ADHD students don’t know why their brain engages sometimes and not others. This unpredictability is why they often lack confidence in their abilities, not because they lack ability. Consistency in expectations and support rebuilds that confidence.
- Classroom placement and private conversations matter. Putting an ADHD student in the back to minimize distraction may backfire if they have RSD. Private conversations away from peers show respect and reduce shame. Sometimes the perfect comeback is no comeback—it’s moving forward with support.
Resources Mentioned in This Episode
- Jheri South’s Website — Home base for ADHD coaching, courses, and consulting.
- ADHD Simplified Online Course — Jheri’s comprehensive course for students, parents, and educators learning to manage ADHD with practical strategies.
- ADHD Quiz — Self-assessment tool to understand your ADHD profile and engagement patterns.
- ADHD Emotions Webinar — Free training on emotional dysregulation and rejection sensitivity dysphoria.
- Cool Cat Teacher Talk S3E8: “Captivate, Care, and Culture” — Jheri’s previous appearance on the Cool Cat Teacher Talk Show as we discussed captivating student interest, helping ADHD kids and protecting against burnout. Typically the longer version of the interview is aired on Cool Cat Teacher Talk.
- Episode 289: “Understanding ADHD and Helping Kids Succeed” — More content on helping students with ADHD.
Visual Summary
Tool Use Disclosure: This graphic was created from the transcript of this episode in Google Notebook LM. Then it was put into Canva and edited by Vicki Davis using Magic Text grab to correct mistakes, typos, and data errors, and other inconsistencies, and to add research. Claude Cowork was used to compare each mentioned fact with what was said by both Vicki and Jheri on the episode and against research to ensure accuracy. Vicki Davis edited and reviewed this graphic. Research-backed: Dodson (ADDitude); Shaw et al. (Am J Psychiatry, 2014); Barkley (Guilford Press, 2015); Geissler et al. (2014). Full citations at coolcatteacher.com/e932. I provide this disclosure, not because I feel required to, but because I'm often asked about the different tools I use to create infographics, verify their data, and how I edit to improve accuracy and spelling. I hope this helps!
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About Jheri South
Jheri South is a Certified Teen & Parent Coach, Master ADHD Instructor, mom of 7 neurodivergent kids, and founder of Headspace HUB. Jheri supports individuals with ADHD using practical coaching strategies that work, no therapy, just real results. She also empowers teens, parents, and families to communicate better, build confidence, and overcome habits that hold them back.
Creator of ADHD Simplified, Jheri offers 1:1 coaching, online courses, in school training for neurodivergence, and in-person workshops to help people take control of their lives.
Connect with Jheri:
Other Shows You’ll Love
- Cool Cat Teacher Talk S3E8: “Captivate, Care, and Culture” with Jheri South — Jheri joins Vicki to explore how to build classroom culture that brings out the best in every student, with a special focus on neurodivergent learners.
- Episode 289: “Understanding ADHD and Helping Kids Succeed” — Deep dive into ADHD strategies for academic support and classroom success.
- Episode 325: “5 Ways to Overcome Cognitive Overload” — Practical strategies to help all students manage information overload and focus.
- How Do You Help Kids with ADHD Succeed in School and Life? — Comprehensive guide to supporting ADHD students.
- The Beautiful Nuance of Neurodiverse Classrooms — Celebrating neurodiversity as a strength in learning environments.
Research Backing the ADHD Misconceptions Infographic
The information shared by Jheri South in this episode is supported by peer-reviewed research and established clinical work on ADHD. For listeners, educators, and clinicians who want to dig deeper or verify the claims in our infographic, here are the primary sources organized by topic.
Hyper-Arousal vs. Hyperactivity
- Geissler, J., Romanos, M., Hegerl, U., & Hensch, T. (2014). Brain arousal regulation in adults with attention-deficit/hyperactivity disorder (ADHD). Psychiatry Research.
- Weyandt, L. L., Iwaszuk, W., Fulton, K., et al. (2003). The Internal Restlessness Scale: Performance of college students with and without ADHD. Journal of Learning Disabilities, 36(4), 382–389.
The “No-Filter” Reality (Sensory Gating)
- Micoulaud-Franchi, J.-A., et al. (2019). Sensory Gating Capacity and Attentional Function in Adults With ADHD: A Preliminary Neurophysiological and Neuropsychological Study. Journal of Attention Disorders, 23(11), 1199–1209.
- Holstein, D. H., et al. (2013). Sensory and sensorimotor gating in adult attention-deficit/hyperactivity disorder (ADHD). Psychiatry Research, 205(1-2), 117–126.
Working Memory & Executive Function
- Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65–94.
- Barkley, R. A. The Important Role of Executive Functioning and Self-Regulation in ADHD (free fact sheet PDF).
The NICUP Framework — Five Things That Engage the ADHD Brain
Jheri South's NICUP framework (Novelty, Interest, Challenge or Competition, Urgency, Passion) is her teaching reorder of Dr. William Dodson's original INCUP model, which describes ADHD as an “interest-based” rather than “importance-based” nervous system.
- Dodson, W. Secrets of the ADHD Brain: Unraveling Your ADD Nervous System. ADDitude Magazine.
- Dodson, W. ADHD & the Interest-Based Nervous System (video). ADDitude Magazine.
- Dodson, W. How Adults with ADHD Think: Uncomfortable Truths About the ADHD Nervous System. ADDitude Magazine.
Rejection Sensitive Dysphoria (RSD)
The 95% prevalence figure and the “one-third report RSD as their most impairing symptom” finding both come from Dr. William Dodson's clinical research, popularized through ADDitude Magazine and CHADD.
- Dodson, W. Rejection Sensitive Dysphoria (RSD): ADHD and Emotional Dysregulation. ADDitude Magazine.
- Dodson, W. RSD: Meaning of Rejection Sensitive Dysphoria, ADHD Link. ADDitude Magazine.
- Dodson, W. (2016). Over-Reaction: Emotional Self-Regulation in ADHD. Attention Magazine (CHADD).
- Beaton, D. M., et al. (2024). Rejection Sensitivity Dysphoria in Attention-Deficit/Hyperactivity Disorder: A Case Series.
Emotional Dysregulation as a Core Feature of ADHD
The strongest peer-reviewed citations supporting the emotional core of the infographic.
- Shaw, P., Stringaris, A., Nigg, J., & Leibenluft, E. (2014). Emotion dysregulation in attention deficit hyperactivity disorder. American Journal of Psychiatry, 171(3), 276–293.
- Faraone, S. V., Rostain, A. L., Blader, J., et al. (2019). Practitioner Review: Emotional dysregulation in attention-deficit/hyperactivity disorder — implications for clinical recognition and intervention. Journal of Child Psychology and Psychiatry, 60(2), 133–150.
- Beheshti, A., Chavanon, M.-L., & Christiansen, H. (2023). Evidence of emotion dysregulation as a core symptom of adult ADHD: A systematic review. PLOS ONE.
Classroom Strategies — Seating & Teacher-Student Relationships
- Bicard, D. F., Ervin, A., Bicard, S. C., & Baylot-Casey, L. (2012). Differential effects of seating arrangements on disruptive behavior of fifth-grade students during independent seatwork. Journal of Applied Behavior Analysis, 45(2), 407–411. (free full text)
- Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge. (Teacher-student relationship effect size: 0.72.)
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Episode Transcript
This transcript was generated using AI and has been reviewed by humans for accuracy. Minor errors or artifacts may remain.
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Vicki Davis (00:05)
Today’s episode is brought to you by the Educators Studio from Van Andel Institute for Education. If you’re a K through eight STEM teacher looking for classroom tested lessons, hands-on projects, and time-saving resources, you can get an annual membership for only $9.99 using the promo code COOLCAT. More on this after the show.
Vicki Davis (00:32)
Jheri South is a certified teen and parent coach and master ADHD instructor. She has a unique personal perspective. She’s a mom of seven neurodivergent children Headspace Hub and the creator of the ADHD Simplified program. And the goal is to empower teens, parents and families to manage ADHD through practical coaching strategies.
Jheri, we’re getting ready to go back to school and ADHD can be so misunderstood, can’t it? what are some things that as we teachers prepare to go back, just some reminders that you would just love all of us to remember about our precious ADHD students?
Jheri South (01:19)
I love this question because there are some good reminders here. I think that because over the years, the idea of ADHD and what it is has changed so much that there is a lot of misinformation out there. in we’ve really just focused on behaviors for ADHD, So it’s been that.
hyperactive that can’t sit still in class, or the person that’s just really struggling with math. And in fact, the DSM still focuses mostly on behavior. So we’re not doing a great job it is, really catching ADHD as a whole. And then there’s so many things that not only does the DSM miss, but just in general, teachers, guardians, because ADHD is so much more what’s going on inside your mind.
than it is behaviors. some misconceptions might be if they’re not they don’t have ADHD. We no longer use the term ADD. Everything falls under the umbrella of ADHD because the majority of people with ADHD will actually have hyper arousal more than hyperactivity. So that means they’re overthinking. Many ADHDers are very panicky that a teacher could call on them in class. I remember I could forget my name.
Vicki Davis (02:04)
Mm-hmm.
Hmm.
Jheri South (02:30)
I was being called on and so and I hear this a lot from my teenagers that they’re struggling in class to pay attention because they’re so worried that the teacher is going to call on get kids in junior high and high school they worry about what people think about them their crush could be in class or whatever it is and now it’s like just don’t call on me you know just understanding that there’s a short-term memory.
Vicki Davis (02:32)
Wow.
Wow.
Jheri South (02:51)
deficiency there or deficit. kids become very panicky about being called on, put on the spot. They really struggle because ADHDers, one of the main reasons they struggle so much with self-confidence is because they’re not consistent everywhere. You really have to be consistent in life, I think for the most part. mean, no one’s 100%.
Vicki Davis (03:06)
Mm-hmm.
Yeah.
Jheri South (03:11)
have self-confidence. You have to know that when someone asks you to do something or something’s going to be due or completed, that your brain’s going to be able to and get things done. And ADHDers don’t know why sometimes their brain will turn on and sometimes it won’t. So another thing I want to bring up is that there are five things that engage the ADHD brain.
Vicki Davis (03:27)
Mm-hmm.
Jheri South (03:34)
For a neurotypical brain, it just has to be the thing in front of them is important or there will be a reward at the end. For ADHDers, that does absolutely nothing. So that means that many times labeled as lazy, unwilling procrastinators. So one thing that I’ll see time and time again is that ADHDers will struggle, let’s even say math. Most ADHDers struggle with math.
Vicki Davis (03:41)
Mm-hmm.
Mmm.
Jheri South (03:57)
and they’re not getting a very good grade, they’re not finishing their work, and then maybe there will be an important exam at the end of the quarter or something like that. And they know that if they fail this, they are failing. Well, one of the five things, novelty, interest, challenge or competition, urgency, right, and passion has to be present for the ADHD brain to get engaged. Teenagers don’t know this, most parents and teachers don’t know this, so they’re just saying,
Vicki Davis (04:09)
Mm.
Jheri South (04:26)
Why can’t you try harder? Just try harder, just focus. Not helpful. urgency is one of the five. So this is the reason why all week something might be due and they cannot get themselves to do then at like 10 or 11 o’clock the night before, their brain isn’t just getting it done, it’s hyper I’ll see this scenario play out quite a bit where a child
be struggling in a subject, they’re not getting their homework done.
And then they’ll hyper-focus when it’s really important because they don’t want to fail. And maybe they’ll get a on exam. And the teachers and parents will say, see, When you really try, you can do it. You’re not working hard enough. they don’t understand this nick up acronym and why urgency. It just turns the brain on. The teenagers don’t understand. And so even they’re confused when someone asks them,
Vicki Davis (04:59)
⁓
Jheri South (05:11)
Why could you do this? Why could you get a B in study but you can’t get your homework done? When they say, don’t know, they really don’t know.
Vicki Davis (05:21)
my son who is ADHD he put himself on medication in college. He’s like, I’m not going to get through. we did our best in high school, but he’s like, mom, this is what you have to understand about me. It’s not that I can’t pay attention. It’s that I pay attention to everything. I have no filter. I see everything. And so when that professor is at the front talking and somebody’s rustling a piece of paper over here and somebody’s opening and
Jheri South (05:37)
night.
Vicki Davis (05:45)
getting a cough drop over here and somebody, all of it is going in and I have no way to just focus in. you know, sometimes I’ll see even, when I have a precious ADHD student, sometimes I’ll see teachers might put them at the back of the room and I’m thinking, I know that can be a distraction, but you know, that may not be the best place for that child.
Jheri South (06:05)
Hmm.
Jheri South (06:16)
there’s something called rejection sensitivity dysphoria, or RSD, that’s associated with ADHD. And 95 % of all ADHDers will experience RSD to some degree. And one third of all have ADHD say that RSD is their most impairing symptom.
Vicki Davis (06:29)
Mmm.
Jheri South (06:29)
something that isn’t well known, in my opinion, with ADHD is that emotional dysregulation is usually just impairing, if not more impairing than distractibility for ADHDers. And so what this means is there’s an extreme sensitivity to rejection. It’s usually perceived rejection, but it can be triggered by a number of things, teasing, constructive criticism, the idea that they failed to meet your expectations or failed to meet their own. But when RSD is triggered,
Vicki Davis (07:01)
Wow.
Vicki Davis (07:07)
Mm-hmm.
Vicki Davis (07:07)
one thing I just want to repeat that was so important was the five things you said, the novelty, interest, challenge, urgency, and passion. I’m in my classroom. I’m very big gold standard project-based learning, which is so much around interest. I’ve taught my own children.
and as a teacher, I just encourage all of us, we want to be that teacher that’s the difference maker. cause when you start teaching and you’re young, you think, it’s having the perfect comeback. No, no, no, no, no.
It’s having no comeback. It’s saying, hey, let’s go back away from everybody and have a private conversation so we can move forward. And, you know, when I think about my own children’s journey, having teachers who choose to be difference makers instead of put downers, who just say, you can’t, you can’t, you can’t, you’re not, you’re not, you’re not, you won’t, you won’t, you won’t. And instead saying,
You can, believe in you. can. And it’s incredible the difference that I’ve seen in my own kids and in children who do have lots of differences. So, so much great advice, Jheri South, and thank you for talking to us about a really important topic as we go back to school, ADHD. Thanks for coming on the show.
Vicki Davis (08:17)
Before you go, I want to tell you about today’s sponsor, the VAI Educators Studio from Van Andel Institute for Education. Do you know how it feels when you just find that perfect lesson that works? The VAI Educators Studio is packed with classroom tested lessons, hands-on projects, and skill building activities.
designed specifically for K through eight teachers Plus you get on demand professional development and a community of educators who get it. I’ve been exploring their resources.
and love how they’re built to save you time while sparking real creativity in your classroom.
you can get 50 % off membership to the Educators Studio by using the promo code COOLCAT when you sign So head over to coolcateacher.com forward slash V-A-I The VAI Educators Studio, because great teaching should not mean endless prep.
And remember, use the promo code
Disclosure of Material Connection
Disclosure of Material Connection: This episode is a sponsored episode. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.
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