My Favourite Maths Resources (And Why I Keep Coming Back to Them!)
If someone asked me to choose just three maths resources to keep forever, I honestly don’t think I’d need very long to answer. Over the years, I’ve collected all sorts of games, manipulatives, worksheets and activities, but I always seem to come back to the same three resources.
Not because they’re flashy.
Not because they’re expensive.
But because they work.
As someone who has worked with hundreds of children over the years—particularly learners with ADHD, dyslexia, dyscalculia and autism—I have learnt that maths makes far more sense when children can actually see it, touch it and move it. Abstract numbers on a page can feel overwhelming for many learners, but the right resource can transform confusion into genuine understanding almost instantly.
1. Numicon – My Absolute Favourite
If you’ve ever had a lesson with me, you’ve probably met Numicon!
Without a doubt, it is my favourite maths resource.
There is just something incredibly satisfying about it. I love the colour-coding, I love the tactile feel of the pieces and, perhaps most importantly, I love how naturally children begin spotting patterns.
Instead of seeing the number 8 as just another symbol on a page, they can physically hold eight. They can compare it with seven, build ten, explore number bonds and notice relationships without me having to explain every tiny step.
I often find that children who have been told they’re “not good at maths” suddenly start smiling when Numicon comes out.
It’s almost as though someone has switched the lights on.
For many neurodivergent learners, that visual element is incredibly powerful. Rather than memorising facts which don’t seem to mean very much, they begin building genuine number sense.
As someone who loves colour anyway, Numicon just makes my brain happy.
2. Counters – Simple… But Brilliant
If Numicon is my favourite specialist resource, counters are probably the most versatile.
Honestly, you can teach almost anything with a handful of counters.
Addition.
Subtraction.
Multiplication.
Division.
Fractions.
Patterns.
Probability.
The list goes on.
One of the things I love most is watching children move from counting every individual counter to recognising groups automatically. That transition is often where confidence starts growing.
Children don’t always realise they’re developing mathematical reasoning because they’re so busy moving the counters around and experimenting for themselves.
I’ve always believed children learn best when they’re actively involved.
Sometimes I’ll deliberately say very little and simply ask, “What do you notice?”
The answers children come up with are often far more interesting than the explanation I was about to give.
Those moments are some of my favourites.
3. Base Ten – Place Value Suddenly Makes Sense
If there’s one concept that causes more confusion than almost anything else in primary maths, it’s place value.
We tell children that the digit 3 can mean three… or thirty… or three hundred… and then wonder why they look slightly puzzled!
This is exactly why I love Base Ten.
Watching children physically exchange ten ones for one ten is one of those magical tutoring moments.
Suddenly, our number system isn’t just a rule adults have invented.
It actually makes sense.
Regrouping during addition and subtraction becomes easier because children can physically see what’s happening instead of trying to imagine it.
I especially enjoy using Base Ten with children who have dyscalculia because it slows everything down beautifully.
There is no rush.
No pressure.
Just time to explore how numbers fit together.
Why I Love Practical Maths So Much
Looking back, I think I’ve always been someone who enjoys learning by doing.
Perhaps that’s one reason I love using practical resources so much now.
As someone with ADHD, I know my own brain remembers things far better when I can interact with them. Sitting passively and listening has never really been my strongest learning style, whereas exploring, building, noticing patterns and asking questions absolutely is. In many ways, I think that’s shaped the tutor I’ve become.
I also think practical resources remove a huge amount of anxiety.
Many children arrive believing maths is simply pages of calculations and getting things wrong.
Then the counters appear.
Or the Numicon.
Or the Base Ten.
Suddenly, maths feels much more like solving a puzzle than sitting a test.
That’s when confidence starts to grow.
And confidence changes everything.
Final Thoughts
People sometimes ask whether resources really make that much difference.
For me, the answer is an emphatic yes.
Of course, resources don’t teach children on their own, but the right resource, used at the right moment, can unlock understanding in a way that words sometimes can’t.
If I had to choose just three maths resources for the rest of my tutoring career, I’d happily take Numicon, counters and Base Ten.
Everything else would simply be a bonus.
Here at Bedford Tutor, I have supported children in mathematics for many years, both across the UK and around the world. Whether I’m working with home-educated learners, supporting children with ADHD, dyslexia, dyscalculia or autism, or helping students rebuild their confidence after struggling with maths, I always aim to make learning practical, engaging and enjoyable. Resources like Numicon, counters and Base Ten are just some of the tools I use to help children truly understand mathematics rather than simply memorise it.
To find out more, please click on the relevant link below.
Home education has become increasingly popular in recent years and, having worked with home-educated learners for many years, I have seen first-hand how effective personalised learning can be.
One of the things I love most about working with home-educated students is the freedom to adapt learning to the individual child. Every learner is different. Some children race ahead in certain subjects whilst needing more time in others. Some thrive with structure and routine, whilst others flourish when lessons are creative, flexible and shaped around their interests.
Over the years, I have supported home-educated students from all over the UK and from countries across the world. Although every family has chosen home education for different reasons, they often have one thing in common: a desire to provide a learning experience which truly meets the needs of their child.
My own journey into online tuition expanded significantly during the COVID-19 pandemic. Whilst the world was adjusting to remote learning, I was helping a large number of children continue their education online. What began as a necessity quickly revealed something surprising. Many children actually thrived in a one-to-one online environment. Without the distractions of a busy classroom, they were often more confident, more engaged and more willing to take risks in their learning.
Since then, online tuition has become a major part of my work and I now support home-educated learners in a variety of locations, helping them develop confidence in both English and mathematics.
One of my priorities is always to make lessons enjoyable.
Learning should be engaging, particularly when children are working one-to-one. Whilst it is important to cover key curriculum content and develop essential skills, I strongly believe that children learn best when they are interested in what they are doing. For this reason, I regularly use games, challenges, creative activities and discussion-based learning to bring lessons to life.
As someone who works with many neurodivergent learners, I know that engagement is often the key to success.
I currently support home-educated students with ADHD, dyslexia, dyscalculia and autism. Many of these children have previously found traditional educational environments challenging and benefit from a more personalised approach. Rather than expecting every learner to fit a particular mould, I adapt lessons to suit the child sitting in front of me.
For some students, this means incorporating movement, visual resources and highly interactive activities. For others, it may involve breaking learning into smaller chunks, developing confidence gradually or exploring concepts through practical examples.
Alongside English and mathematics tuition, I also currently support students working towards Functional Skills English and Functional Skills Maths qualifications. These qualifications provide valuable pathways for many learners and can help build confidence whilst developing essential life skills.
One of the greatest advantages of home education is the ability to learn at the right pace. There is often more time to revisit areas of difficulty, explore personal interests and celebrate progress without the pressure that can sometimes accompany traditional schooling.
Whether a child is preparing for Functional Skills qualifications, developing confidence in literacy and numeracy, or simply benefiting from additional support as part of their home education journey, personalised online tuition can provide valuable structure, encouragement and expertise.
Most importantly, I believe that every child deserves to feel successful.
When children feel understood, supported and confident in their abilities, remarkable things can happen. My goal is always to create lessons which are engaging, encouraging and tailored to the unique strengths and needs of each learner.
After all, successful education is not about forcing every child down the same path. Sometimes it is about finding the path which works best for them.
Here at Bedford Tutor, I have supported home-educated learners across the UK and around the world for many years. From Functional Skills English and Maths to personalised learning programmes for children with ADHD, dyslexia, dyscalculia and autism, I have developed a flexible and engaging approach that helps students build confidence whilst developing the essential skills they need to thrive.
To find out more, please click on the relevant link below:
One of the questions I am frequently asked by parents living overseas is whether there is a significant difference between the British and American curricula.
The short answer is yes… and no!
Having taught children following both educational systems for many years in countries such as the UAE and Thailand, I am often surprised by how similar they really are. Whilst there are certainly some differences in terminology, assessment and curriculum content, both ultimately aim to help children develop the same core skills: confidence in reading, competence in writing and a secure understanding of mathematics. That being said, there are some important distinctions which can occasionally catch families by surprise, particularly when children move between schools or educational systems.
One of the most obvious differences appears in English.
Although British English and American English are essentially the same language, there are some spelling variations which can occasionally cause confusion. For example, a child attending a British school may write colour, favourite and centre, whilst a child following the American curriculum will be expected to write color, favorite and center.
I often teach both British and American English and one of the first things I reassure children about is that neither version is “wrong”. The important thing is consistency. If a child is studying within an American school, they should use American spellings. If they are following the British curriculum, British spellings are usually expected.
Fortunately, children tend to adapt remarkably quickly once they understand the differences.
Over the years, I have also gained extensive experience preparing students for the GL Assessments used by many international schools. These assessments often form an important part of school entry procedures and provide valuable information about a child’s strengths and areas for development. Supporting children through these assessments has given me a strong understanding of the skills many international schools expect students to demonstrate.
Alongside this, I regularly support students studying iGCSE English Language. I particularly enjoy helping learners develop their reading, writing and analytical skills whilst building the confidence needed to tackle longer pieces of writing and examination questions.
My experience is not limited to the British curriculum, however.
I have also worked with students in countries such as Saudi Arabia who follow Common Core English and Mathematics programmes, and regularly support children studying both the British and American curricula. Over the years, working across different educational systems has taught me that successful teaching is rarely about the curriculum itself. More often, it is about understanding the child sitting in front of you and adapting your approach to suit the way they learn best.
Mathematics is perhaps where some of the most noticeable differences occur.
When I first began supporting a student studying the American mathematics curriculum over a longer period of time, I quickly realised that certain concepts were approached differently. The methods were not necessarily better or worse, but they were sometimes presented in a different order or explained using different terminology.
One area which particularly expanded my own knowledge was the use of imperial measurements.
Whilst British children are often familiar with miles and occasionally encounter other imperial units, the American curriculum tends to make much greater use of feet, inches, yards, pounds and gallons. Supporting students with these concepts helped me become far more confident teaching measurement systems which are not always covered in depth within the British curriculum.
Experiences like these have been invaluable because they have allowed me to become more adaptable as a tutor.
Perhaps the biggest lesson I have learnt is that children are often far more flexible than adults give them credit for. Whether they are learning colour or color, converting centimetres or inches, preparing for GL Assessments or studying iGCSE English Language, the underlying goal remains exactly the same: helping them become confident, capable learners.
Curricula may vary from country to country, but curiosity, confidence and a love of learning are universal.
As someone who works with children from a wide range of countries and educational backgrounds, I genuinely enjoy helping students navigate these differences and discover that, regardless of which curriculum they follow, they are capable of achieving great things.
Here at Bedford Tutor, I have supported children following both the British and American curricula for many years. From GL Assessments and iGCSE English Language to Common Core English and Mathematics, working with learners from different educational systems has helped me develop a flexible approach that allows every child to build confidence whilst developing the skills they need to succeed.
Relocating overseas is an exciting chapter for many families. Whether you’re moving to Dubai, Abu Dhabi, Riyadh, Jeddah, Singapore, Kuala Lumpur or Bangkok, the opportunity to experience different cultures and ways of life can be incredibly rewarding for children.
Alongside the excitement, however, comes a question that many parents ask:
“How can we make sure our child continues to succeed with the British Curriculum?”
It’s a question I hear regularly from families living around the world.
Having worked with British Curriculum learners for many years, both in the UK and internationally, I know that every child’s educational journey is unique. Some children settle into their new school almost immediately, whilst others need a little extra reassurance as they adjust to new teachers, classmates and routines. Some are preparing for GL Assessments, others are working towards iGCSE English Language, and many simply need someone who understands both the curriculum and the challenges of living overseas.
The encouraging news is that children are remarkably adaptable. With consistency, encouragement and the right support, they can flourish wherever they happen to be learning.
Why Families Continue with the British Curriculum Overseas
For many expatriate families, choosing a British international school provides valuable continuity during what can otherwise be a significant life change.
Moving country often means adjusting to a different climate, culture, language and way of life. Keeping a familiar curriculum helps reduce one major uncertainty and allows children to focus on settling into their new environment.
Many parents also appreciate that the British Curriculum provides a clear educational pathway from the primary years through to GCSEs, iGCSEs and A Levels. This continuity can be particularly important for families who relocate frequently or who may eventually return to the UK.
Over the years, I have supported learners attending British international schools across the UAE, Saudi Arabia and Thailand. Although each school has its own character and teaching style, they all share the same fundamental aim: helping children develop confident reading, writing, mathematical reasoning and independent thinking.
British International Schools Are Similar… But Never Identical
One of the biggest misconceptions is that every British international school teaches exactly the same content in exactly the same way.
In reality, schools have considerable flexibility.
Whilst they broadly follow the National Curriculum for England, they often introduce topics in different sequences, use different textbooks and adopt different approaches to assessment. Some schools regularly use GL Assessments to monitor progress, whilst others place greater emphasis on continuous classroom assessment or prepare students for internationally recognised qualifications such as iGCSEs.
Parents sometimes worry that changing schools will leave gaps in their child’s learning.
In my experience, these gaps are usually much smaller than families imagine.
Good teaching focuses on developing secure underlying skills rather than simply covering pages in a textbook. A child with strong reading comprehension, confident writing skills and secure mathematical understanding can usually adapt quickly, even if the order in which topics are taught changes slightly.
Settling Into a New School Takes Time
Moving schools can feel overwhelming, even for confident children.
New classmates, unfamiliar routines and different expectations all require adjustment. Children who appeared settled in their previous school may suddenly become quieter or less confident whilst they find their feet.
Parents often assume this means their child is struggling academically.
More often than not, they are simply processing a great deal of change at once.
Whenever I begin working with a child who has recently relocated overseas, my first priority is not accelerating through curriculum content. Instead, I focus on helping them rebuild confidence.
Children learn best when they feel emotionally secure.
Once they begin to feel comfortable asking questions, making mistakes and sharing ideas, academic progress often follows naturally.
Learning Doesn’t Stop When the School Day Ends
One of the greatest advantages of living overseas is that learning extends far beyond the classroom.
Visiting historical landmarks, exploring museums, experiencing different cultures and hearing new languages all contribute to a child’s education in meaningful ways.
Parents sometimes underestimate how valuable these experiences can be.
Discussing local traditions, comparing different customs or simply reading information boards together during family outings all help develop vocabulary, comprehension and curiosity.
Reading together remains one of the most powerful ways to support British Curriculum learners.
For younger children, sharing stories develops vocabulary, comprehension and a lifelong love of books.
Older learners benefit from discussing novels, newspaper articles and current affairs.
Rather than asking, “Did you enjoy the book?”, try questions such as:
Why do you think the character made that decision?
What clues helped you work that out?
Would you have handled the situation differently?
These conversations encourage the deeper thinking that sits at the heart of the British Curriculum.
Everyday Maths Is Everywhere
Parents often ask how they can support mathematics without sitting down with worksheets every evening.
Fortunately, maths appears naturally throughout daily life.
Cooking develops measurement skills.
Shopping encourages budgeting and percentages.
Travelling introduces time zones, timetables, distance and currency conversion.
Even planning family holidays creates opportunities to estimate costs, compare exchange rates and calculate journey times.
These practical experiences help children understand that mathematics is not simply something found inside textbooks.
It is part of everyday life.
Different School Calendars Can Be an Advantage
One unexpected aspect of teaching internationally is discovering how varied school calendars can be.
Whilst children in the UK may be enjoying their long summer holiday, some international schools are already preparing for a new academic year.
Likewise, there are times when UK schools are in full swing whilst many overseas students are enjoying extended holidays.
Rather than seeing these differences as a challenge, many families use quieter periods to consolidate learning.
Without the pressure of homework and busy school evenings, children often have more mental space to revisit topics they have found difficult or develop greater confidence before returning to school.
Even one lesson a week during the holidays can help maintain momentum and reduce the anxiety some children experience before a new term begins.
Preparing for GL Assessments and iGCSE English
Many British international schools use GL Assessments to monitor progress in English, mathematics and reasoning.
Parents sometimes become understandably anxious when they hear the word “assessment”.
In reality, these tests are designed to measure a child’s current attainment rather than catch them out.
The most successful preparation rarely involves endless practice papers.
Instead, children benefit from regularly reading, expanding their vocabulary, strengthening grammar and punctuation, developing mathematical reasoning and becoming familiar with the style of questions they may encounter.
Similarly, students preparing for iGCSE English Language develop confidence over time through consistent reading, thoughtful discussion and regular writing practice rather than last-minute revision.
Strong literacy skills are built gradually.
There are no shortcuts.
Supporting Neurodivergent Learners Overseas
Many international schools provide excellent SEND provision, but the level of support available can vary considerably between countries and individual schools.
There is no single approach that works for every child.
As someone diagnosed with ADHD as an adult, I know first-hand that neurodivergence looks different in everyone. Two children with the same diagnosis may learn in completely different ways, requiring entirely different strategies and levels of support.
Some learners benefit from movement breaks.
Others need visual prompts, colour coding or carefully structured routines.
Many simply need lessons delivered at a pace that allows them to process information without feeling overwhelmed.
When teaching neurodivergent learners, flexibility is often far more valuable than rigidly following a lesson plan.
Understanding the child always comes before covering the curriculum.
Why Confidence Matters More Than Perfection
One lesson I have learnt over many years of tutoring is that confidence influences academic progress far more than many people realise.
Children who believe they can succeed are willing to attempt difficult questions.
They ask for help when they need it.
They persevere when something feels challenging.
Conversely, children who begin to doubt themselves often avoid taking risks, even when they already possess the knowledge needed to solve a problem.
This is why I spend so much time celebrating progress.
Sometimes success is mastering a difficult spelling pattern.
Sometimes it’s remembering a mathematical method independently.
Sometimes it’s simply finding the confidence to say, “I don’t understand.”
These small moments often become the foundations upon which much greater achievements are built.
The Value of Consistent Online Tuition
One of the greatest advantages of online tuition is continuity.
Families relocating internationally no longer need to find a new tutor every time they move country.
Children can continue learning with someone who already understands their personality, learning style and educational history.
During the pandemic, I worked with many children who initially joined online lessons because they had little choice.
What surprised many families was how successful one-to-one online learning became.
Without the distractions of a busy classroom, many children became more engaged, asked more questions and developed greater confidence in their abilities. That experience transformed much of my own teaching and reinforced how effective personalised online tuition can be for learners around the world.
Frequently Asked Questions
Can my child return to a UK school later?
Yes. One of the strengths of following the British Curriculum overseas is that transitions back into UK schools are often much smoother than moving between entirely different educational systems.
Should we continue learning during school holidays?
Children absolutely deserve time to rest and enjoy their holidays.
However, maintaining some light reading, writing and mathematical practice can prevent skills from fading and help children feel more confident when school resumes.
Is online tuition worthwhile?
For many internationally mobile families, online tuition provides valuable consistency. Lessons can continue wherever a family moves, helping children maintain confidence and build long-term relationships with a tutor who understands both their educational journey and their individual learning needs.
Final Thoughts
Living overseas offers children extraordinary opportunities.
They develop resilience, adaptability, cultural awareness and independence alongside their academic studies.
The British Curriculum provides a familiar framework, but successful learning is about much more than following a programme of study.
It is about nurturing curiosity, encouraging confidence and helping every child discover that they are capable of achieving great things.
Whether a learner is attending a British international school in Dubai, preparing for GL Assessments in Singapore, studying iGCSE English in Malaysia or strengthening mathematics from home in Saudi Arabia, the principles remain exactly the same.
When children feel understood, supported and encouraged, they are free to thrive.
Here at Kite Tutoring, the online division of Bedford Tutor, we have supported British Curriculum learners across the UK and around the world for many years. Whether your child attends an international school in the UAE, Saudi Arabia, Singapore, Malaysia or Thailand, is preparing for GL Assessments or iGCSE English Language, or simply needs extra confidence in English or maths, we provide personalised online tuition that adapts to the individual child and helps them develop the skills they need to succeed wherever they are in the world.
To find out more, please click on the relevant link below:
Executive function skills are the mental processes that help us plan, organise, remember information, manage time and complete tasks. For many children, particularly those with ADHD, dyslexia, dyscalculia or autism, these skills do not always develop as naturally as parents might expect. As a result, everyday tasks can sometimes feel overwhelming, even when a child is intelligent, motivated and eager to succeed.
Over the years, I have worked with many learners who have struggled with executive functioning. Interestingly, these challenges often appear in ways that adults don’t immediately recognise. A child may forget instructions moments after hearing them, lose track of their belongings, struggle to start a task or become overwhelmed by seemingly simple routines.
As someone with ADHD myself, I understand how frustrating this can feel. Sometimes the challenge is not knowing what needs to be done; it’s knowing how to begin, where to focus attention and how to keep information active in working memory long enough to complete the task. Fortunately, there are many practical ways parents can support executive function skills at home.
The Power of Colour-Coding
One strategy I use regularly is colour-coding.
Many children find it easier to remember information when strong visual links are created. Colour-coding helps learners organise information in a way that makes it easier for the brain to encode and retrieve later.
For example, we might always highlight verbs in one colour, nouns in another and adjectives in a third. In maths, different colours can be used to represent place value, operations or steps within a calculation.
I often find that children begin recalling information more quickly because the colour itself acts as a memory cue. Rather than trying to retrieve information from a sea of black-and-white text, the brain has an additional visual pathway to follow.
For many neurodivergent learners, these visual associations can make a remarkable difference to both confidence and retention.
Developing Working Memory Through Games
Working memory is one of the executive function skills I support most frequently.
Many children with ADHD and other learning differences struggle to hold information in their minds whilst carrying out another task. This can make following instructions, solving problems and completing multi-step activities much more difficult.
The good news is that working memory can often be strengthened through enjoyable activities.
One of my favourite approaches is using matching pairs games. Whilst children simply see a fun game, they are actually practising remembering locations, holding information in mind and recalling it when needed.
I often tell parents that some of the best learning doesn’t look like learning at all.
Memory games, card games, sequencing activities and simple recall challenges can all help strengthen working memory whilst keeping children engaged and motivated. These activities are particularly useful during the summer holidays when families want to maintain skills without recreating a classroom environment.
Turning Everyday Tasks Into Games
One of the biggest executive function challenges many children face is task initiation.
In simple terms, getting started.
Children often know they need to complete a task but struggle to begin. This is especially common in learners with ADHD.
One strategy I use regularly is gamification.
Rather than saying, “Go and clean the sink,” we can transform the task into a challenge.
Can you finish cleaning the sink before your favourite song ends?
Suddenly, the task feels completely different.
The activity now has a clear goal, a time limit and an element of fun. The brain receives immediate feedback and motivation, making it far easier to get started.
The same approach can be used throughout the home:
Can you put away ten toys before the chorus starts? Can you beat your previous bedroom-tidying record? Can you complete your reading challenge before the timer runs out?
Many children who resist traditional instructions respond incredibly well when tasks become games.
As someone who works with many ADHD learners, I regularly see how powerful this can be. The ADHD brain is often highly motivated by novelty, challenge and immediate rewards. By making everyday activities more engaging, we can reduce resistance and build valuable executive function skills at the same time.
Building Confidence Alongside Skills
Perhaps the most important thing to remember is that executive function difficulties are not a sign of laziness or a lack of intelligence.
Many children work incredibly hard simply to stay organised, remember instructions or complete everyday routines. When adults understand this, we can move away from frustration and towards support.
Small changes such as colour-coding, memory games and gamified routines can help children develop skills gradually whilst protecting their confidence.
Executive functioning rarely improves overnight. However, with patience, consistency and plenty of encouragement, children can make remarkable progress.
Sometimes the greatest gift we can give a child is helping them discover that there are strategies which work with their brain rather than against it. As I often tell my students, success isn’t about forcing yourself to learn like everyone else. It’s about finding the tools that help you shine. This philosophy has shaped much of my work with neurodivergent learners and reflects my belief that every child’s learning journey is unique.
Moving to a new country is an exciting adventure for many families. Children have opportunities to experience different cultures, make friends from around the world and learn in diverse educational environments.
Over the years, I have worked with many families living overseas, supporting children attending international schools in countries including the UAE, Saudi Arabia, Singapore, Malaysia and Thailand. Although every school is different, one thing has become very clear to me: SEND learners thrive when they feel understood.
As someone with ADHD myself, I also know how important that understanding can be. No two neurodivergent children are exactly alike. Two children with the same diagnosis may learn in completely different ways, have different strengths and need entirely different types of support.
That is something I wish more people understood.
Every Child’s Journey Is Different
When parents first contact me, they often begin by explaining their child’s diagnosis.
“My daughter has dyslexia.”
“My son has ADHD.”
“Our child is autistic.”
These labels can be helpful because they provide a starting point for understanding a learner’s needs. However, they never tell the whole story.
Some children with ADHD are constantly on the move, whilst others appear quiet and dreamy. Some autistic learners love routine and predictability, whilst others enjoy variety and creativity. Children with dyslexia may struggle with reading but excel in problem-solving, storytelling or art.
Rather than asking, “What diagnosis does this child have?” I prefer to ask, “How does this particular child learn best?”
That question changes everything.
International Schools Offer Wonderful Opportunities
One of the things I particularly enjoy about working with international school students is the incredible diversity they experience every day.
Many children grow up alongside classmates from dozens of different countries, learning about languages, traditions and cultures that broaden their understanding of the world.
International schools are often wonderfully inclusive environments, and many provide excellent SEND provision. However, children can still experience challenges.
Some learners are adjusting to a new language.
Others have moved countries several times.
Some are adapting to an unfamiliar curriculum or assessment system whilst also trying to make new friends.
For SEND learners, these changes can sometimes feel overwhelming.
Building Confidence Comes First
Parents often ask me whether we should focus on catching up academically. Whilst developing English and maths skills is important, confidence almost always comes first.
A child who believes they are capable is far more willing to attempt challenging tasks, ask questions and persevere when things become difficult.
I often think back to my own experiences at school. Looking back now, I can see that the teachers who made the greatest difference weren’t necessarily the ones with the fanciest resources or longest explanations.
They were the teachers who made me feel capable.
Sometimes a few encouraging words can stay with a child for years.
Personalised Learning Makes a Huge Difference One of the greatest advantages of one-to-one tuition is flexibility.
Rather than expecting a child to fit a particular teaching method, lessons can be adapted around the learner.
For one student, this might mean using visual resources.
For another, movement breaks and interactive games help maintain concentration.
Some learners benefit from breaking tasks into smaller chunks, whilst others need extra time to process new information before responding. When children feel that lessons have been designed with them in mind, learning often becomes far more enjoyable.
Working Together Creates Success
One thing I particularly value when supporting international families is communication.
Parents know their child better than anyone else.
Teachers understand the classroom environment.
Tutors can provide personalised strategies and additional support.
When everyone shares ideas and works together, children receive consistent encouragement wherever they are learning.
I’ve often seen remarkable progress when families, schools and tutors become a team rather than working separately.
Looking Beyond the Diagnosis
Perhaps the biggest lesson my own ADHD diagnosis taught me is that labels should never limit expectations.
Children with SEND are not defined by the challenges they experience.
They are artists, scientists, mathematicians, storytellers, inventors, musicians and future innovators.
Sometimes they simply need teaching that recognises their strengths as well as their difficulties.
Whether a child attends an international school in Dubai, Singapore, Kuala Lumpur, Bangkok or Riyadh, they deserve to feel understood, respected and confident in their own abilities.
When we focus on understanding the individual rather than the diagnosis, remarkable things can happen.
Moving to Dubai can be an exciting new chapter for families. The city is home to some of the world’s leading international schools, offering British, American, IB and other internationally recognised curricula. For many children, the transition brings new friendships, opportunities and experiences.
However, for students with ADHD, starting or attending an international school can present some additional challenges. New routines, unfamiliar expectations and the fast pace of school life can all place extra demands on executive functioning skills.
The good news is that children with ADHD can absolutely thrive in international schools when they receive the right understanding and support. As someone who was diagnosed with ADHD as an adult and who has spent many years supporting neurodivergent learners both in the UK and overseas, I’ve seen first-hand just how transformative the right environment can be.
ADHD Looks Different in Every Child
One of the biggest misconceptions surrounding ADHD is that every child experiences it in the same way.
Some children are highly energetic and impulsive, whilst others appear quiet, thoughtful and easily distracted. Some excel academically but struggle with organisation, whilst others find traditional classroom learning difficult from an early age.
My own experience taught me this lesson. I loved learning, achieved well at school and was often described as organised, yet I also experienced distractibility, impulsivity and difficulties with attention that weren’t recognised until adulthood. ADHD is incredibly diverse, and understanding that diversity is often the first step towards effective support.
Rather than asking, “Does this child look like someone with ADHD?” it is far more helpful to ask, “How does this particular child’s brain work best?”
Why International Schools Can Be Both Wonderful and Challenging
Dubai’s international schools are incredibly diverse. Children often learn alongside classmates from dozens of different nationalities, creating rich cultural experiences that many ADHD learners genuinely enjoy.
At the same time, international education often involves:
High academic expectations.
Frequent assessments.
Busy timetables.
Large social environments.
Transitions between different curricula.
Executive functioning skills such as organisation, working memory, planning and time management are essential for navigating these demands. These are precisely the areas where many ADHD learners need additional support.
When schools recognise these differences and adapt accordingly, children often flourish.
Creating Predictable Routines
Children with ADHD generally cope far better when they know what to expect.
Predictable classroom routines reduce uncertainty and free up mental energy for learning. Visual timetables, written instructions and clear expectations can make an enormous difference.
Many international schools in Dubai already make excellent use of technology. Homework platforms, digital calendars and online learning systems can all become valuable organisational tools when used consistently.
Consistency between school and home also helps children feel secure.
Supporting Executive Function Skills
Executive functioning is often described as the brain’s management system.
Students with ADHD may know exactly what they need to do but struggle to begin, remember instructions or organise materials efficiently.
Practical strategies include:
Breaking larger tasks into manageable sections.
Providing checklists.
Using colour coding for subjects.
Allowing extra planning time.
Teaching organisation explicitly rather than assuming children naturally acquire these skills.
These strategies benefit many learners, not just those with ADHD.
Movement Helps Learning
One of the greatest myths surrounding education is that good learning always happens whilst sitting perfectly still.
Many ADHD learners actually concentrate better when movement is incorporated into their day.
Simple adjustments might include:
Standing while completing part of a task.
Short movement breaks.
Stretching between activities.
Using discreet fidget tools where appropriate.
Interactive learning activities.
Looking back, many of my happiest learning experiences involved active participation rather than simply listening. For many children, movement supports attention rather than distracting from it.
Confidence Is Just as Important as Academic Support
Perhaps the greatest danger facing many ADHD learners isn’t the ADHD itself.
It’s losing confidence.
Children who regularly forget homework, misplace equipment or struggle to complete tasks may begin believing they’re lazy or incapable.
Nothing could be further from the truth.
Many ADHD learners are incredibly creative, curious and imaginative. They often ask insightful questions, think laterally and approach problems from fresh perspectives.
The role of parents and teachers is to ensure these strengths are recognised alongside the challenges.
A child who believes in themselves is far more likely to persevere through difficult moments.
Working Together Makes the Difference
The strongest outcomes happen when parents, teachers and tutors communicate openly.
This is particularly valuable in international schools where families may also be adapting to life in a new country.
Regular conversations about:
What is working well.
Current challenges.
Helpful classroom strategies.
Emotional wellbeing.
Academic progress.
allow everyone to support the child consistently.
When children receive the same messages of encouragement both at home and at school, their confidence often grows remarkably quickly.
Online Tuition Can Complement International School Learning
Many families in Dubai choose online tuition to reinforce learning without adding unnecessary pressure.
One-to-one lessons provide opportunities to revisit concepts, strengthen executive functioning skills and build confidence in a calm environment.
Because lessons are personalised, they can adapt to the individual learner rather than expecting the learner to adapt to a rigid teaching style.
This flexibility is particularly valuable for ADHD learners, who often benefit from engaging, interactive lessons that match their interests and learning preferences.
Final Thoughts
Children with ADHD don’t need to become different learners.
They need learning environments that recognise how their brains naturally work.
International schools in Dubai already offer exceptional educational opportunities. When these are combined with understanding, flexible teaching and strong communication between home and school, ADHD learners can achieve remarkable things.
Most importantly, children need to know that ADHD is not a limitation on their potential. Every learner’s strengths and challenges are unique, and with the right support they can develop the confidence, resilience and skills to flourish both academically and personally.
Here at Bedford Tutor, I have supported learners attending international schools across Dubai, the wider UAE and around the world for many years. From personalised English and maths tuition to support for children with ADHD, dyslexia, dyscalculia and autism, I aim to create engaging lessons that build confidence whilst working with each child’s individual strengths. Having ADHD myself has also given me a personal understanding that no two neurodivergent learners are ever the same.
To find out more, please click on the relevant link below.
Bedford, UK 
