Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prevalent neurodevelopmental conditions in children and adolescents, significantly impacting educational attainment. Emerging research highlights working memory (WM) as essential for classroom learning, enabling sustained attention, information processing, and the ability to follow multi-step instructions.

Neuroimaging findings demonstrate impaired executive function processes and cognitive flexibility in ADHD. These findings underscore the importance of targeted interventions to support WM in ADHD learners and improve academic performance.

These targeted inventions such as computerised cognitive training, mindfulness-based strategies, and classroom-based metacognitive training, have demonstrated short-term improvements in memory capacity and attentional control with limited long-term transferability to broader academic skills.

Technology-based interventions (TBIs) have gained attention as a scalable, engaging, and cost-effective solution for enhancing WM and academic outcomes in learners with ADHD. TBIs encompass a broad range of digital tools, including gamified cognitive training apps that reinforce executive function skills through engaging, interactive tasks.

Preliminary research suggests that TBIs can improve task engagement, WM performance, and self-regulation, including evidence of enhanced academic performance in mathematics and reading. However, the translational relevance of these tools to classroom settings remains inconclusive with insufficient evidence of long-term improvement. These limitations highlight the need for structured implementation strategies that ensure TBIs complement existing classroom practices rather than replace traditional learning methods.

This paper proposes a novel conceptual framework for integrating technology-based ADHD interventions in classroom environments. This framework adapts well-validated models for flexible learning environments, diverse cognitive needs and technological integration in classroom environments.

The proposed framework emphasises a multimodal approach, combining adaptive digital tools with teacher-led strategies and personalised learning pathways to align cognitive training with real-world academic demands. By embedding executive function support within instructional design, this model seeks to bridge the gap between cognitive skill enhancement and measurable educational progress.

By synthesising insights from neuroscience, educational psychology, and technological advancements, this framework provides a holistic, evidence-based strategy to enhance WM, improve classroom engagement, and optimise long-term academic outcomes for learners with ADHD.

Keywords: ADHD, working memory, executive function, cognitive flexibility, technology-based interventions, gamified cognitive training, self-regulation, academic performance, classroom integration, educational psychology.