This discussion paper synthesises research from the past decade (2014 to 2025) on evidence-based teaching practices that support Autistic students and students with attention-deficit/hyperactivity disorder (ADHD) with learning in school settings. It outlines what the current evidence for these cohorts of students indicates, what’s emerging and the implications for policy and practice in Australian schools.
This paper was developed through multiple project activities, including:
- an umbrella review synthesising reviews of effective teaching practices for improving outcomes for these cohorts
- targeted searches of the literature on effective teaching practices for these cohorts, focused on learning outcomes
- a focused search of international research on outcomes for First Nations students in these cohorts
- expert input
- scans of relevant policy and system settings.
This approach was designed to support a balanced interpretation of findings and highlight areas where further work is needed. Combined, the findings from this project offer a deeper understanding of effective classroom teaching practices for Autistic students and students with ADHD.
Our research summary, Teaching Practices for Autistic Students and Students with ADHD, outlines key findings from this research.
Keywords: inclusive education, inclusive classrooms, evidence-based education