What Makes an Online Tutor a Good Fit for a Child with ADHD?

Child wearing headphones and working with a tutor online at a laptop from home.

Finding the right online tutor for a child with ADHD is about far more than finding someone who knows their English or maths curriculum.

Of course, subject knowledge matters. Experience matters too. But, in my experience, the most important question is whether the tutor understands how that particular child learns.

ADHD does not look the same in every person. I know this personally. I was not diagnosed with ADHD until I was 31. Because I loved learning and generally did well academically at school, nobody really questioned whether ADHD might be part of the picture. Looking back, however, I can see that I could become intensely absorbed when something captured my imagination, whilst repetitive or uninteresting tasks were much harder to sustain. I also struggled with working memory and multi-step instructions.

That experience has shaped the way I teach.

There is no such thing as a standard ADHD learner. My own experience has taught me that my ADHD is not somebody else’s ADHD, and their ADHD is not mine. What works beautifully for one child may be completely wrong for another.

So, what should parents look for when choosing an online tutor for a child with ADHD?

A tutor who makes learning interesting

For me, this is one of the biggest things.

Many ADHD learners have what we might describe as an interest-driven nervous system. When something is genuinely fascinating, attention can suddenly become incredibly powerful. When something feels repetitive, disconnected from real life or simply boring, maintaining that attention can be much harder.

This is something I recognise from my own life. As a child, I could put enormous effort into something that had grabbed me, but sustaining effort on something that did not interest me was another matter entirely.

That is why I don’t believe an ADHD-friendly lesson should simply be a worksheet followed by another worksheet.

I want lessons to have energy.

We might play a game, tackle a challenge, discuss an unusual topic, use a visual resource, solve a practical problem or suddenly take the lesson in a completely different direction because the child has become fascinated by something.

Variation and novelty can make a huge difference.

This does not mean that learning lacks structure. Quite the opposite. A good tutor can provide a strong framework whilst changing what happens inside it.

A tutor who starts with the child, not the worksheet

One of the great advantages of one-to-one online tuition is that there is no need to teach every child in exactly the same way.

I can look at the child sitting in front of me and think: What is going to make this work for them?

For one learner, that might mean movement and interactive activities. For another, it could mean visual resources. For someone else, it might mean breaking a difficult task into smaller pieces or using a practical example.

My current approach is very much strengths-based. Rather than viewing ADHD simply through the difficulties it can create, I want to understand a child’s interests, strengths, personality and ambitions too. This is consistent with the wider approach I use across my SEND tuition, where lessons are adapted to the individual learner rather than expecting the learner to fit a fixed model.

And sometimes those interests can completely transform a lesson.

When maths meets motorsport

One of my current online students is absolutely passionate about motorsports.

He doesn’t just enjoy watching motorsport. He has a genuine ambition to establish a business connected with the industry.

So why would I teach him maths using completely unrelated examples if I don’t have to?

Instead, we have explored mathematics through the things he actually cares about.

We’ve looked at costings connected with motorsport, discussed business ideas and used real-world situations to make mathematical concepts more meaningful. We’ve also designed logos and talked about what a potential business website might need.

Suddenly, maths is no longer just maths.

It is part of his future.

This is precisely why I believe interests are so powerful for ADHD learners. We are not removing the educational objective. We are changing the route we take to get there.

A lesson about percentages might become a discussion about profit margins. A problem-solving activity might involve working out costs. English could involve writing website content or thinking about how a business should communicate with customers.

The curriculum is still there. We have simply given it a reason to matter.

A tutor who understands the importance of clear steps

Interest alone is not enough.

Children with ADHD can understand a concept perfectly well and still become overwhelmed when a task contains too many steps.

This is something I recognise from my own experiences. Multi-step instructions have historically been an area of difficulty for me, and it is one of the reasons I am very conscious about how I present information to children.

If a mathematical problem requires five stages, I don’t necessarily expect a child to hold all five stages in their working memory.

Instead, we might write them down.

Step 1: What information do we have?

Step 2: What do we need to find?

Step 3: Which operation do we need?

Step 4: Complete the calculation.

Step 5: Check the answer.

Colour-coding can be incredibly useful here too.

Perhaps the important numbers are highlighted in yellow, the operation is blue and the final answer is green. For a child who finds a page visually overwhelming, suddenly there is a pathway through it.

A large problem becomes a collection of smaller, manageable jobs.

This is very much in keeping with the ADHD-friendly strategies I use: visual structure, checklists, step-by-step instructions and breaking larger tasks into smaller chunks.

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A tutor who has plenty of resources – but knows when to use them

In a classroom, one of the wonderful things we have is a wealth of resources.

We don’t have to teach every child with the same book, the same worksheet or the same activity.

If I know that a child loves dinosaurs, I can find dinosaur-related material. If they love sport, we can use sport. If they are fascinated by space, animals, cars or cooking, those interests can become bridges into learning.

This is particularly valuable with ADHD because interest can be the doorway into attention.

I have seen this with a girl I work with who absolutely loves nature. Rather than trying to make every reading comprehension about an arbitrary subject, we have used wildlife and nature-based comprehensions to develop her reading.

And it works beautifully because she already wants to know the answer.

She is not simply reading because an adult has told her to read. She is reading because she wants to discover something about an animal or the natural world.

That distinction matters.

A tutor who is patient and kind

Perhaps this sounds obvious, but I think it is one of the most important qualities of all.

Children with ADHD can spend an enormous amount of time being told to concentrate, stop fidgeting, listen properly, remember things and try harder.

Eventually, repeated correction can begin to affect confidence.

I remember how important it was when teachers recognised the things I did well. The teachers I remember most warmly were not necessarily those who were the strictest. They were the ones who noticed my enthusiasm, creativity and determination.

A good tutor needs patience.

They need to be able to say, Let’s try that another way.

They need to be comfortable repeating an explanation without making a child feel silly.

They need to celebrate the small victories.

And, perhaps most importantly, they need to help a child understand that finding something difficult does not mean they are incapable.

The best online tutor sees the whole child

Ultimately, I don’t think there is one perfect formula for tutoring a child with ADHD.

Some children love structure. Others need more flexibility. Some want to talk constantly. Others need quiet. Some thrive on games and movement, whilst others become completely absorbed by a particular subject.

The tutor’s job is to notice.

My own ADHD has taught me that neurodivergence is wonderfully varied. It has also taught me that children should not have to squeeze themselves into a particular model of what a learner is supposed to look like.

For me, the best online tuition combines kindness, structure, creativity, variation and genuine interest in the child.

It is about making learning entertaining without losing the educational purpose.

It is about taking a difficult multi-step problem and turning it into manageable steps.

It is about using colour, visuals and practical examples when they help.

It is about finding the subject that makes a child’s eyes light up and then asking, How can we use this to teach?

And sometimes, that means turning maths into motorsport.

Sometimes it means turning reading into wildlife exploration.

Sometimes it means designing a business logo, discussing a webpage or working out how much something would cost.

When we start with the child, rather than simply starting with the curriculum, learning can become something very different.

It can become something they actually want to do.

A personalised approach to ADHD tuition

Here at Kite Tutoring, the online division of Bedford Tutor, I have supported learners across the UK and around the world for many years. My own experience of ADHD, combined with more than fourteen years of educational experience, has shaped a flexible, strengths-based approach to tuition. I work with children who have ADHD, dyslexia, dyscalculia, autism and other learning differences, adapting lessons around their individual needs, interests and goals.

Whether that means developing reading through a child’s love of wildlife, making maths relevant through a passion for motorsport, or simply finding a clearer way through a multi-step problem, I believe children learn best when they feel understood.

To find out more, please see below:

Bel 😊

Wondering How We Can Help?

Whether you’re exploring tuition options, looking for specialist support or simply have a question, we’d love to hear from you. Tell us a little about your child and what you’re looking for, and we’ll be in touch as soon as possible.

Current Availability

✅ Super Summer Learning (August): Good availability throughout the holiday

✅ Weekday daytime tuition (from September): Good availability for international students, home-educated learners and families with flexible schedules

🗓️ After-school, Saturday & Sunday morning tuition (from September): Waiting list currently in operation

Please include Area Code if Outside UK

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  • Supporting ADHD Learners in International Schools

    What is ADHD?

    When most people think of ADHD, they picture a child who can’t sit still, constantly interrupts and bounces from one activity to the next. Whilst that can certainly be part of the picture, ADHD is far more complex than many people realise.

    Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition which affects attention, organisation, impulse control and executive functioning. However, no two people experience it in exactly the same way.

    I wasn’t diagnosed with ADHD until I was 31. Looking back, the signs were there in bright neon lights. I was energetic, excitable, impulsive and intensely curious about almost everything. I struggled with multi-step instructions, often forgot things that had been said to me moments earlier and found repetitive tasks about as appealing as watching paint dry. Yet I also did well in school, loved learning and was often described as organised and conscientious. For years, those apparent contradictions stopped me from recognising my own ADHD.

    That experience taught me something important: ADHD doesn’t look the same in every child.

    In international schools, where learners arrive with different languages, cultures, educational experiences and life stories, it is especially important to look beyond stereotypes. The child who constantly calls out answers may have ADHD. Equally, the child quietly staring out of the window, lost in a world of their own, may be experiencing exactly the same condition.

    How Does ADHD Affect Learners?

    One of the greatest misconceptions about ADHD is that it is simply a problem with paying attention. In reality, it is often a difficulty with regulating attention.
    ​
    Many ADHD learners can focus brilliantly when something captures their imagination. As a child, I could happily spend hours immersed in a topic which fascinated me. If a lesson sparked my curiosity, I was fully engaged and often had more questions than anyone else in the room. However, if a task felt repetitive, disconnected from my interests or required sustained concentration, keeping my attention on it could feel like trying to hold onto a handful of sand.

    ADHD can affect working memory, organisation, emotional regulation, time management and task initiation. A child may know exactly what they need to do but struggle to get started. They may understand the instructions but forget half of them by the time they reach their desk. They may desperately want to succeed whilst appearing disengaged on the surface.

    Sadly, these difficulties are often misunderstood. Many ADHD learners spend years being told they are careless, lazy or not trying hard enough. I remember making mistakes which seemed obvious in hindsight and feeling frustrated because I genuinely was trying. The gap between what I knew I could do and what I actually managed to produce was often a source of anxiety.

    Creating ADHD-Friendly Learning Environments

    The good news is that many of the strategies which help ADHD learners also benefit other students.

    Clear routines can be incredibly powerful. Predictability reduces cognitive load and frees up mental energy for learning. Visual timetables, checklists and step-by-step instructions provide useful anchors throughout the day. Breaking larger tasks into smaller chunks can transform an overwhelming mountain into a series of manageable hills.

    The classroom environment also matters. ADHD learners often notice everything. A flickering light, a conversation in the corridor or a bird landing outside the window can suddenly become the most interesting thing in the universe. Simple adjustments such as thoughtful seating plans, reduced visual clutter and access to quieter workspaces can make a remarkable difference.

    Movement is equally important. Throughout my own education, opportunities to move helped me concentrate far more effectively. Some of my clearest memories involve lessons where activity was built into the learning process. Children were never designed to sit perfectly still for hours on end and many ADHD learners think best when their bodies are allowed to move.

    The Power of Understanding

    Perhaps the most important support schools can provide is understanding.
    Many ADHD learners experience frequent setbacks and begin to view themselves through the lens of their difficulties rather than their strengths. A child who hears constant corrections can eventually start believing they are the problem.

    The teachers I remember most fondly were not necessarily the strictest or the most knowledgeable. They were the ones who noticed what I did well. They recognised my enthusiasm, creativity and determination. They celebrated small successes and helped me see strengths which I couldn’t always recognise in myself.

    In international schools, this understanding becomes even more important. When children are learning in a language that is not their first language, attention difficulties can sometimes be confused with language barriers and vice versa. Close collaboration between teachers, families and specialists helps ensure that support is both accurate and effective.
    ​
    Ultimately, supporting ADHD learners is not about fixing children. It is about understanding them.

    When schools embrace neurodiversity and recognise that every brain works differently, they create environments where all learners can flourish. Sometimes the most powerful support is not a complex intervention or expensive resource. Sometimes it is simply helping a child understand that there is nothing wrong with the way their brain works and giving them the tools they need to shine.

    Here at Bedford Tutor, we have been working with children who have ADHD for over fourteen years; being neurodivergent myself has helped me create a style of tuition that works to the strengths of the ADHD brain.

    ​To find out more, please click on the link below:

    Bel 😊

    WORLDWIDE ONLINE TUITION

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  • Home Education: Positive Ways to Make Learning Fun

    Home education offers something that traditional schooling cannot always provide: freedom.

    Freedom to slow down when something is difficult. Freedom to explore an unexpected interest. Freedom to spend a morning outside, learn through conversation or return to a subject when a child is ready.

    But there can also be a funny little trap.

    Once you have made the decision to home educate, it is very easy to feel that you now have to recreate school at home.

    There are timetables. Worksheets. Workbooks. Spelling lists. Tests. Perhaps even a small desk in the corner which slowly begins to resemble a miniature classroom.

    And whilst structure can be incredibly helpful, particularly for some children, home education does not have to feel like school.

    In fact, for many children, particularly those with ADHD, dyslexia, dyscalculia, autism or low confidence, one of the greatest advantages of home education is being able to find a way of learning which feels natural to them.

    Home education does not need to look like school

    One of the things I love most about supporting home-educated children is the freedom to adapt learning.

    Over the years, I have worked with home-educated learners across the UK and internationally, and I have seen just how different their educational journeys can be. Some children love routine and feel reassured by knowing exactly what will happen next. Others become much more engaged when learning is flexible, creative and connected to their interests.

    Neither approach is wrong.

    The important thing is finding what works for the child.

    A child who loves dinosaurs might practise reading by exploring dinosaur facts. A child fascinated by baking can develop mathematical skills through weighing ingredients and working with fractions. Another child might discover that writing becomes much easier when they are allowed to create a story about their favourite game or animal.

    The learning is still happening.

    It simply does not always look like a traditional lesson.

    Follow the interest

    One of the simplest ways to make learning feel less like school is to pay attention to what your child is already interested in.

    This does not mean abandoning the curriculum.

    It means using curiosity as the doorway into it.

    If your child is fascinated by space, for example, you might explore non-fiction reading, new vocabulary, descriptive writing, research skills and even mathematical problems involving planets.

    If they love animals, you could read animal stories, compare sizes and measurements, write descriptions, create charts or investigate habitats.

    Children are often far more willing to practise a skill when they can see a reason for using it.

    This is particularly valuable for children who have previously struggled with motivation or confidence. In Kite Tutoring sessions, I regularly use games, challenges, creative activities and discussion because engagement is often the key to successful learning.

    Learning through play is still learning

    Sometimes parents worry that if learning is fun, it cannot possibly be rigorous.

    I understand why.

    We are used to thinking about education as something which happens at a desk, with a pencil in one hand and a worksheet in the other.

    But children can learn an enormous amount through play, conversation and practical experiences.

    A game involving money can develop mathematical reasoning. Building something can involve measurement, planning and problem-solving. Playing a word game can strengthen vocabulary and spelling. Cooking can involve fractions, sequencing and reading instructions.

    For some dyslexic learners, making words physically using magnetic letters, wooden blocks or other hands-on resources can make learning much more meaningful than simply copying words from a page. Creative associations and visual approaches can also help ideas stick.

    The activity may look like play.

    Underneath it, there may be a great deal of learning taking place.

    Do not be afraid of flexibility

    One of the greatest advantages of home education is being able to learn at the child’s pace.

    Perhaps your child understands fractions immediately but needs several weeks to become comfortable with spelling.

    Perhaps they are full of energy in the morning but concentrate beautifully after lunch.

    Perhaps they need movement between activities rather than sitting still for an hour.

    Home education gives families the opportunity to respond to those differences rather than constantly asking the child to fit a predetermined timetable.

    This can be especially helpful for neurodivergent learners.

    Children with ADHD, for example, may benefit from movement, visual resources, interactive activities and smaller chunks of learning. Others may need additional processing time, practical examples or opportunities to revisit a concept without feeling that they have fallen behind.

    The aim is not to remove structure completely.

    It is to create the right structure.

    Keep some routine, but leave room to breathe

    Interestingly, making learning feel less like school does not necessarily mean having no routine.

    Some children thrive on predictability.

    A simple rhythm to the day can provide reassurance: breakfast, reading, outdoor time, maths, lunch, creative activity, perhaps some independent work.

    The key is allowing the routine to breathe.

    If an interesting conversation develops over breakfast, perhaps that becomes part of the day’s learning.

    If your child is deeply absorbed in a project, perhaps you do not need to stop simply because the timetable says it is time to move on.

    And if everyone is exhausted, sometimes the most sensible educational decision is to step away from the books.

    Learning does not stop because the timetable does.

    Protect confidence as carefully as you protect progress

    This is something I feel particularly strongly about.

    Academic progress matters, but so does the child’s relationship with learning.

    Many children arrive at home education after difficult experiences in traditional educational environments. Some have begun to believe that they are “bad” at reading, maths or school generally.

    That can take time to undo.

    For these children, success might initially look very small.

    Reading a paragraph without giving up.

    Attempting a difficult maths problem.

    Writing three sentences independently.

    Asking for help instead of saying, “I can’t do it.”

    These moments matter.

    When children feel understood and supported, they are more willing to make mistakes, ask questions and take risks with their learning. Our approach at Kite Tutoring is deliberately strengths-based, with the aim of helping learners feel capable as well as developing their academic skills.

    Confidence is not an optional extra.

    It is part of learning.

    What if my child still needs academic support?

    Home education does not mean parents have to do everything alone.

    Sometimes a child simply needs another person who understands their learning profile and can provide additional structure without recreating the school environment.

    One-to-one tuition can be particularly useful when lessons are personalised around the child’s pace, interests and strengths. Online learning can also provide flexibility for home-educated families, including those living overseas or following British, American or international programmes.

    The important thing is that additional tuition should complement home education rather than turning it into another version of school.

    A good lesson might involve discussion, games, visual explanations, practical activities and plenty of encouragement alongside the academic content.

    There is room for both learning and enjoyment.

    Home education is allowed to be different

    Perhaps the most important thing I would say to any parent beginning or continuing a home education journey is this:

    You do not have to prove that your child is learning by making home look like school.

    Education can happen around the kitchen table, on a walk, through a conversation, during a game, while cooking or through a subject that your child suddenly becomes completely fascinated by.

    Of course, there will be times when structured learning is important. There may be qualifications to work towards, specific English or maths skills to develop, or Functional Skills assessments to prepare for.

    But even then, learning does not have to become joyless.

    After all, the whole point of home education is often to create an educational experience which genuinely meets the needs of the individual child.

    Sometimes the most successful learning happens when we stop asking, “How can I make this look like school?” and start asking, “How can I help my child learn in a way that works for them?”

    A little support can make a big difference

    Here at Kite Tutoring, the online division of Bedford Tutor, we have supported home-educated learners across the UK and around the world for many years. From English and Maths to Functional Skills and personalised learning programmes for children with ADHD, dyslexia, dyscalculia and autism, our approach is flexible, engaging and centred around the individual learner.

    For many families, the aim is not simply to cover the curriculum. It is to help a child rediscover confidence, curiosity and enjoyment in learning.

    If you are looking for additional support as part of your home education journey, we would be very happy to have a conversation about what might work for your child.

    Bel 😊

    Wondering How We Can Help?

    Whether you’re exploring tuition options, looking for specialist support or simply have a question, we’d love to hear from you. Tell us a little about your child and what you’re looking for, and we’ll be in touch as soon as possible.

    Current Availability

    ✅ Super Summer Learning (August): Good availability throughout the holiday

    ✅ Weekday daytime tuition (from September): Good availability for international students, home-educated learners and families with flexible schedules

    🗓️ After-school, Saturday & Sunday morning tuition (from September): Waiting list currently in operation

    Please include Area Code if Outside UK

    Related Posts

  • One Thing Parents Should Look For In An Online Tutor

    When parents contact me looking for an online tutor, they often ask about qualifications, experience and academic results.

    Those things are important, of course.

    However, if I could recommend just one thing that parents should look for, it would be flexibility.

    Not flexibility in the sense of cancelling lessons at the last minute or constantly changing plans. I mean the ability to adapt to a child’s individual circumstances, learning style and educational journey.

    Over the years, I’ve worked with children from many different countries and educational backgrounds. Although every student has been unique, one thing has become very clear: children learn best when the adults supporting them are willing to adapt.

    One of the greatest advantages of online tuition is that geography doesn’t really matter. From my little corner of Bedfordshire, I’ve been fortunate enough to work with children in Saudi Arabia, the UAE, Thailand and many other parts of the world. Whilst mathematics may still be mathematics and English may still be English, every child’s educational experience is slightly different.

    One area where flexibility has been particularly important is school holidays.

    When I first began working with international students, I quickly realised that not everyone follows the same academic calendar. Whilst children in the UK might be enjoying their summer holidays, some of my students overseas are preparing to return to school. Equally, there have been times when UK schools have been in full swing whilst students in Saudi Arabia or the UAE have been enjoying a well-earned break.

    Rather than seeing this as a challenge, I’ve always viewed it as an opportunity.

    The quieter periods often allow us to focus on confidence-building, revisit areas of learning that need strengthening or simply learn at a pace that isn’t always possible during a busy school term. Some of my most productive lessons have taken place when a child has been on holiday and finally had the mental space to breathe, reflect and enjoy learning again.

    Flexibility is equally important when it comes to different curricula.

    Not every child follows the British Curriculum. Over the years, I’ve supported students studying within British international schools, American curricula and a variety of international programmes. I’ve worked with children in Saudi Arabia preparing for assessments that look quite different from those taken by students in Bedford. I’ve taught learners in the UAE whose schools approach mathematics in a slightly different way. I’ve also worked with students in Thailand whose educational experiences have been shaped by an entirely different cultural and academic environment.

    At first glance, these differences might seem significant.

    In reality, good teaching is often about identifying the skills which sit beneath the curriculum. Whether a child is learning persuasive writing in Dubai, developing reading comprehension skills in Riyadh or strengthening mathematical reasoning in Bangkok, the core goal remains the same: helping them become confident, capable learners.

    This is where flexibility becomes so valuable.

    A tutor who rigidly follows one method or one curriculum may struggle when working with international learners. A flexible tutor, however, can adapt resources, explanations and teaching approaches to suit the child sitting in front of them.

    As someone with ADHD, I think this is one of the reasons I value flexibility so highly. My own brain has never enjoyed being squeezed into neat little boxes. Looking back, the teachers who helped me most were rarely the ones who insisted there was only one way to do something. They were the people who recognised that different minds often need different routes to reach the same destination.

    The same principle applies to tutoring.

    Qualifications matter. Experience matters. Subject knowledge matters.

    But if I were choosing an online tutor for a child, I would look for someone who is willing to adapt, willing to listen and willing to see the individual behind the curriculum.
    ​
    Because when a tutor is flexible enough to meet a child where they are, learning often becomes far more successful than anyone imagined possible.

    ​​If you’re considering online tuition, our worldwide lessons offer one-to-one support for children aged 5 to 16 in an engaging, inspiring and encouraging learning environment. Each lesson is tailored to your child’s needs, helping them develop confidence, build key skills, and achieve their potential from the comfort of your home. 

    ​To find out more, please click on the link below:

    Bel 😊

    WORLDWIDE ONLINE LESSONS

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  • Supporting Executive Function Skills at Home

    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.

    Here at Bedford Tutor, I have supported many children with ADHD, dyslexia, dyscalculia, autism and executive functioning difficulties both in the UK and around the world. Through highly personalised lessons, engaging activities and practical strategies, I help learners develop the organisation, memory and confidence they need to become more independent learners.

    To find out more, please click on the relevant link below:

    Bel 😊

    SEND TUITION

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  • How to Choose an Online Tutor for a Child Living Overseas

    How Do I Choose an Online Tutor for a Child Living Overseas?

    Living abroad can be an incredible adventure for children. New cultures, new experiences and opportunities to see the world can help young people develop confidence, resilience and a broader understanding of life.

    However, moving overseas can also create educational challenges.

    Whether your child attends an international school, follows the British Curriculum, studies the American Curriculum or learns at home, there may come a point when they need some additional support. When that happens, finding the right tutor can make a remarkable difference.

    The problem is that choosing a tutor isn’t always straightforward.

    A quick online search produces hundreds of options, all promising excellent results, personalised lessons and experienced teaching. Faced with so many choices, many parents find themselves wondering where to start.

    Having worked with children from a wide range of countries, backgrounds and educational systems, I’ve learnt that finding the right tutor is about far more than qualifications alone.

    Qualifications Matter… But They Aren’t Everything

    Of course, qualifications are important. Parents want reassurance that a tutor understands the subjects they teach and has the knowledge needed to support their child.

    However, qualifications only tell part of the story.

    When I think back to my own education, the teachers who made the biggest difference were not always the most academically impressive. They were the people who understood me, encouraged me and helped me believe I could succeed.

    The same is true in tutoring.

    A child who feels comfortable with their tutor is far more likely to ask questions, admit when they are confused and persevere through challenges. Learning flourishes when children feel safe enough to make mistakes.

    For this reason, I would always encourage parents to look beyond certificates and consider whether a tutor has experience working with children of a similar age, personality and learning profile to their own child.

    Understanding How Your Child Learns

    Every child learns differently.

    Some need support with reading, writing or mathematics. Others need help developing confidence, organisation, study skills or motivation.

    As someone who was diagnosed with ADHD at the age of 31, I know first-hand that learning differences can have a huge impact on the educational experience. Looking back, I wasn’t lacking intelligence or enthusiasm. In fact, I loved learning. What I struggled with was working memory, multi-step instructions and maintaining focus on tasks that didn’t capture my imagination.

    Because of this, I strongly believe that understanding how a child learns is just as important as understanding what they are learning.

    If your child has ADHD, autism, dyslexia, dyscalculia or another learning difference, it can be incredibly helpful to find a tutor who genuinely understands those experiences. Sometimes the strongest learning relationships develop when a tutor recognises the challenges a child faces because they have walked a similar path themselves.

    Finding the Right Fit

    Curriculum knowledge, communication skills and lesson structure are all important considerations. However, the best tutor is rarely the one who promises the fastest results.

    Meaningful progress usually develops through trust, consistency and a supportive relationship built over time.

    Children need someone who celebrates their successes, helps them navigate difficulties and reminds them of their strengths when confidence begins to wobble.

    Particularly for families living overseas, strong communication between tutor and parents is essential. When everyone works together, children receive consistent support and are far more likely to thrive.

    More Than Academic Support

    When parents begin searching for a tutor, they are often looking for help with English or maths.

    What many discover is that the right tutor provides much more than that.

    Good tutoring develops skills. Great tutoring develops confidence.

    Over time, confidence becomes the foundation on which future learning is built. A child who believes they can succeed is far more likely to take risks, ask questions and persevere when learning becomes challenging.

    Ultimately, choosing an online tutor for a child living overseas is not about finding the most impressive profile or the longest list of qualifications. It is about finding someone who understands your child, values their individuality and helps them grow both academically and personally.

    With the right support, children can flourish wherever in the world they happen to be learning.

    If you’re considering online tuition, our international sessions offer personalised support for children aged 5 to 16 in a fun, engaging, and encouraging learning environment. Each lesson is tailored to your child’s individual needs, helping them build confidence, develop key skills, and achieve their full potential from the comfort of home. 

    ​To find out more, please click on the link below:

    Bel 😊

    WORLDWIDE ONLINE TUITION

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  • What Are GL Assessments? A Parent’s Guide for International School Families

    ​If you have a child attending an international school, there is a good chance you have heard the term “GL Assessment” mentioned at some point.

    Perhaps your child’s school uses GL tests to monitor progress. Maybe your child is preparing for entrance assessments at an international school. Or perhaps you’ve simply heard other parents talking about GL assessments and wondered what all the fuss is about.

    Over the years, I have worked with many children attending international schools and, more recently, I have been supporting a number of students who are preparing for their GL assessments. One thing I have quickly discovered is that the words “assessment” and “test” often cause far more anxiety in parents than they do in children!

    The reality is that GL assessments are simply designed to measure a child’s current attainment and identify areas of strength alongside areas that may require further development.
    ​
    What Exactly Are GL Assessments?

    GL Assessment is an organisation which produces a range of standardised tests used by schools throughout the UK and across the world.

    Many international schools use GL assessments because they provide useful information about a child’s progress in areas such as:

    • Reading
    • English
    • Mathematics
    • Verbal Reasoning
    • Non-Verbal Reasoning
    • Spelling, Grammar and Punctuation

    Schools can then use this information to identify strengths, monitor progress and ensure students are receiving the support they need.

    Although the assessments themselves vary depending on the school and age group, they are generally designed to assess skills children have developed over time rather than knowledge they have memorised the night before.

    Should Parents Be Worried About GL Assessments?

    In a word: no.

    As someone who has worked with many children preparing for these assessments, I have found that confidence is often far more important than cramming.

    Children tend to perform best when they feel relaxed, prepared and familiar with the types of questions they may encounter.

    Unfortunately, some children hear the word “test” and immediately imagine something frightening. Before they have even opened the paper, they are already worrying about whether they will get questions wrong.

    I completely understand this.

    When I was at school, I often worried about assessments despite genuinely enjoying learning. Looking back, I realise that confidence can have a surprisingly large impact on performance.

    How Can Parents Help?

    One of the best ways parents can help is by keeping learning positive.

    Children learn far more effectively when they are engaged and interested in what they are doing. This is particularly true for many neurodivergent learners, including children with ADHD, dyslexia and other learning differences.

    Currently, I am tutoring several students who are studying for their GL assessments and one thing I always try to do is make the learning process enjoyable.

    Rather than spending entire lessons completing practice papers, we often learn through games, challenges and interactive activities.

    For example, grammar and punctuation can sometimes feel dry and repetitive when taught through worksheets alone. However, when these same skills are practised through games, quizzes and creative challenges, children often become far more motivated to learn.

    Not only does this help them master new topics, but it also provides valuable opportunities to revisit and consolidate previously-learnt material.

    Learning should never feel like a punishment.

    In my experience, children make the greatest progress when they are having fun.

    What Skills Are Assessed?

    Although every assessment is slightly different, many GL tests focus on the core skills children use every day in school.

    Reading assessments may explore comprehension, vocabulary and inference skills.

    English assessments often include grammar, punctuation and spelling.

    Mathematics assessments typically focus on reasoning, problem-solving and mathematical understanding.

    Some schools also use verbal and non-verbal reasoning assessments, which look at how children identify patterns, solve problems and think logically.

    The good news is that these are all skills which develop gradually over time.

    Preparing Without Pressure

    One of the biggest misconceptions about GL assessments is that preparation needs to be intense.

    In reality, steady and consistent practice is often far more effective.

    Reading regularly, discussing new vocabulary, developing mathematical fluency and building confidence with grammar and punctuation can all make a significant difference.

    Most importantly, children need to understand that an assessment is simply a snapshot of where they are at a particular moment in time.

    It does not define their intelligence, their potential or their future success.

    Final Thoughts

    Having worked with children from a variety of international schools, I have seen first-hand how common GL assessments have become across the international education sector.

    Whilst the assessments themselves are important, I believe confidence, curiosity and a positive attitude towards learning remain far more valuable in the long term.

    When children feel supported, engaged and motivated, they are much more likely to achieve their potential both inside and outside the assessment room.

    After all, the goal is not simply to achieve a high score on a test.

    The goal is to help children become confident, capable learners who enjoy the process of learning itself.

    Here at Bedford Tutor, I have supported many children preparing for GL Assessments in international schools overseas. Through helping students develop their reading, grammar, punctuation, vocabulary and reasoning skills, I have created engaging lessons that build confidence whilst ensuring children feel fully prepared for the challenges these assessments can bring.

    To find out more, please click on the link below:

    Bel 😊

    WORLDWIDE ONLINE EDUCATION

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