The intersection of Attention-Deficit/Hyperactivity Disorder (ADHD) with the mainstream classroom prove to be a challenge for learners diagnosed with ADHD. These learners find it difficult to sustain attention, interest and persistently lagging far behind expectations for their developmental level. Therefore, with the prominent fear that digital technologies impair cognitive development and disrupt academic achievement, this research article explores the pedagogical affordances of digital technologies on learners with ADHD-related behaviours in Grade 10 and its affordances in transcending traditional pedagogical models. Through the meta-analysis process there is evidence that the complexity of ADHD-related behaviours in Grade 10 demands creativity and inclusive pedagogies beyond digitalisation of the curriculum. Evidently, digital technologies can be valuable pedagogical tools to learners with ADHD and the need for technologically enhanced and supportive environment is critical in meeting the diverse needs of ADHD learners. In light of this findings, there is a need for support beyond digitally enhanced learning environments, parents and teachers play a critical role given that the challenges with ADHD-related behaviours are multifaceted. This paper contributes to the ongoing discourse on technologically enhanced learning environments to create inclusive and engaging learning environments for learners with ADHD.

Keywords: ADHD, Grade 10, Digital Technology, Digital Pedagogies, Inclusive Pedagogies.