every rule has a reason
The evidence
Every part of a Get2four booklet comes from research. Here it is in plain words, with links so you can read it yourself. We say “evidence-informed”, not “proven for ADHD”, and below you'll see why.
How the booklets are built
Practising recall (answering from memory) helps students with ADHD as much as anyone else. Practising until you get it right several times is recommended.
Knouse, Rawson & Dunlosky (2020), Learning and Instruction. Studied: 58 university students with ADHD and 121 without.
What we do: Every session opens with recall questions. A skill counts as secure after 3 right answers without a hint.
Recall helps, but students with ADHD can still lag if they haven't learned the material in a clear, structured way first.
Minear et al. (2023), Frontiers in Psychology. Studied: 36 adults with ADHD and 36 without.
What we do: New skills start with a worked example and clear structure before any testing.
For longer texts, recalling the whole text worked better than section by section, and organising the material helped.
Stern & Halamish (2023), Frontiers in Psychology. Studied: Students with and without ADHD.
What we do: English reading pages give a simple organiser (who, what, how, effect) before recall.
Attention drops when there's too much to hold in mind at once, and for students with ADHD that happens sooner.
Kofler et al. (2010). Studied: School-age pupils with and without ADHD.
What we do: One instruction per line, no more than 15 words, and one new skill per session.
Stronger rewards improved working-memory performance more for pupils with ADHD, though they didn't fully close the gap.
Dovis et al. (2013), Journal of Abnormal Child Psychology. Studied: School-age pupils with and without ADHD.
What we do: Quick feedback, tick boxes, streaks and a progress chart you can see.
Worked examples have a medium-sized effect on maths results.
Barbieri et al. (2023), Educational Psychology Review. Studied: A review of many studies, from primary school to adults.
What we do: Every new-skill session goes: worked example, then a part-done example, then practice.
Mixing up maths topics in practice raised a delayed test score from 38% to 61%.
Rohrer et al. (2020), Journal of Educational Psychology. Studied: 787 Year 8-age students in 54 classes.
What we do: Mixed practice grows from a quarter to three quarters of each booklet over the programme.
Spacing maths practice out over time improves test scores and makes students less overconfident.
Emeny, Hartwig & Rohrer (2021), Applied Cognitive Psychology. Studied: Secondary school students.
What we do: Warm-up questions come back to skills from about 1, 3 and 7 weeks earlier.
Support with several parts helps pupils with ADHD do better at school. Daily report cards look promising, and self-management and one-to-one support matter.
Moore et al. (2018), Review of Education. Studied: 28 studies, 1,807 pupils with ADHD.
What we do: Weekly one-to-one feedback, a short note for the parent, and a self-check box on every page.
Direct help with the subject itself had the biggest effect on school results.
DuPaul et al. (2012), School Psychology Review. Studied: A review of studies from 1996 to 2010.
What we do: Maths and English practice is the core. Study-skills tips are small and woven in.
Five strategies for special educational needs: clear teaching, thinking about your own learning, support that's taken away bit by bit, flexible grouping, and technology.
Education Endowment Foundation. Studied: An evidence review.
What we do: Hinted questions start at 60% of a booklet and fall to 10%. Planning boxes and checklists throughout.
Homework is a common source of family arguments when ADHD is involved, and few programmes help with it.
Gavin et al. (2023), Irish Educational Studies. Studied: A systematic review.
What we do: The parent is timer and photographer, not teacher. A parent guide comes with every pack.
Practical tips: 10-15 minute sessions, a visible timer, movement breaks, a two-minute start, and writing by hand.
ReMarkAble AI article. Studied: Advice from practitioners, not a study.
What we do: Fifteen-minute sessions, a timer on the page, break prompts and lined writing space.
Why paper?
Your GCSE Maths and English exams are sat with a pen, on paper. So that's how you'll practise.
Reading on a screen tends to mean skimming, and studies of students with ADHD found they understood less on screen and felt more sure than they should. Phones and tabs pull attention away mid-question. Paper doesn't buzz.
Every Get2four booklet arrives printed, through your letterbox. You don't need a printer, a tablet or a login to practise. The only screen is a phone on Sunday, to photograph pages 4 to 7. The photos are deleted as soon as they're marked.
We're not anti-technology. We use it where it helps: marking, feedback and planning your next booklet. The practising happens where the exam happens: on paper.
GCSE Maths and English are staying pen and paper. Ofqual proposed keeping the most-taken GCSEs, including both, on paper for the foreseeable future.
Ofqual consultation (closed 5 March 2026); Tes. Studied: Exam regulator proposal.
What we do: You practise in the same format as the exam.
People understand what they read a little less well on screen than on paper, most clearly for information texts and when short of time.
Delgado et al. (2018), Educational Research Review; Clinton (2019), summarised by TUM. Studied: 54 studies with 171,055 people, and a second review.
What we do: English reading practice happens on paper.
Students with ADHD understood a text on screen less well than their classmates, and felt more sure of their answers than they should.
Ben-Yehudah et al. (2019), Research in Developmental Disabilities. Studied: Students with and without ADHD.
What we do: The clearest ADHD-specific reason for paper.
On screen, students with ADHD misjudged time more and were less confident in their answers.
University of Haifa, EDULEARN 2022. Studied: A small study, 19 students with ADHD.
What we do: Timed practice on paper.
65% of 15-year-olds say devices distract them in at least some maths lessons. Those distracted by other people's devices scored lower.
OECD PISA 2022. Studied: 15-year-olds across many countries.
What we do: We suggest a study place with no phone in reach.
Maths tests on a computer came out harder than the same tests on paper, mostly on questions with diagrams.
Bennett et al. (2008), NAEP; Freitas et al. (2025), IZA. Studied: A national US sample and a Portuguese pilot.
What we do: Diagrams and written working are practised on paper.
What we don't claim
- That screens cause ADHD or do harm. One large study linked frequent digital media use in teenagers to later ADHD symptoms, but the link was modest and not shown to be a cause (Ra et al., 2018).
- That handwriting is proven to make you learn more. One brain study suggested it (van der Weel & van der Meer, 2024), but its conclusions are disputed (commentary), and a large repeat study found no advantage for handwritten notes (Urry et al., 2021).
- That paper always beats screens. Older reviews found no overall difference for maths tests (Wang et al., 2007). The problem is distraction and practising in a different format from the exam, not technology itself.
- Any particular grade. We aim a little higher than 4, so there's room to spare on the day, but nobody can promise a result.
No trial has yet tested this exact combination with GCSE students who have ADHD. We'll measure how our first students get on and share what we learn.