Date:      Thursday, 12th November 2026
TIme:      7.00 - 8.00 pm
Venue:   Online Via Zoom

Target Audience: Post Primary Teachers, SNAs and Parents

Why is it that some students seem to "think better" when they are moving? This session explores the neurological link between physical activity and cognitive focus, shifting the view of movement from a classroom disruption to a powerful self-regulation tool. We will move beyond the theory to provide a concrete framework for implementing movement breaks in a post-primary setting. Participants will learn how to support students in identifying their own "regulation needs" and how to build a clear, predictable structure for movement that ensures these breaks lead to better work, not just more noise.

Bio of Presenter: Emily Sinclair

Emily has been teaching in the post- primary sector for 10 years. She was late-diagnosed with ADHD herself after completing several university qualifications. Following this has focused on understanding ADHD and exploring ways to manage it. She is a certified ADHD Coach. This combination of both personal and professional experience means she has a unique insight into the challenges of a classroom, both as a teacher and someone who is neurodivergent. She is currently completing her PhD research on cyberbullying.