This thesis explores how creativity, imagination, and problem-solving can be harnessed to improve student outcomes – specifically engagement, motivation, and academic achievement – for students with Attention-Deficit/Hyperactivity Disorder (ADHD) in elementary classrooms. Rather than conducting a data-driven study, this project draws upon interdisciplinary research from educational psychology, cognitive science, and pedagogy to design inclusive research-informed teaching strategies. The cognitive processes underpinning creativity and imagination – such as divergent thinking, mind-wandering, and creative incubation – are examined as potential strengths often underutilized in traditional classrooms. A comprehensive literature review establishes how these variables interact and influence the learning experiences of students with ADHD. A comprehensive literature review provides the foundation for the development of interdisciplinary lesson plans targeted at second-grade students. These lessons are informed by and include ADHD-specific supports, differentiation strategies, and opportunities for imaginative and creative thinking. This project concludes with implications for educators, emphasizing the importance of creative pedagogy in fostering success among neurodiverse learners and outlining future directions for piloting and evaluating these classroom strategies.
","abstract_html":"<p>This thesis explores how creativity, imagination, and problem-solving can be harnessed to improve student outcomes – specifically engagement, motivation, and academic achievement – for students with Attention-Deficit/Hyperactivity Disorder (ADHD) in elementary classrooms. Rather than conducting a data-driven study, this project draws upon interdisciplinary research from educational psychology, cognitive science, and pedagogy to design inclusive research-informed teaching strategies. The cognitive processes underpinning creativity and imagination – such as divergent thinking, mind-wandering, and creative incubation – are examined as potential strengths often underutilized in traditional classrooms. A comprehensive literature review establishes how these variables interact and influence the learning experiences of students with ADHD. A comprehensive literature review provides the foundation for the development of interdisciplinary lesson plans targeted at second-grade students. These lessons are informed by and include ADHD-specific supports, differentiation strategies, and opportunities for imaginative and creative thinking. This project concludes with implications for educators, emphasizing the importance of creative pedagogy in fostering success among neurodiverse learners and outlining future directions for piloting and evaluating these classroom strategies.</p>","abstract_has_math":false,"creators":["Grantham, Celeste"],"institution":null,"degree_name":"Health and Physical Education","degree_level":"Thesis","degree_discipline":"Health, Physical Education, and Exercise Science","degree_department":null,"school":null,"contributors":["Dr. Andrea Dawn Frazier","Dr. Charlotte Henderson","Dr. Gregory Blalock"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-01T08:00:00Z","date_published":"2025-01-01T08:00:00Z","updated_at":"2026-07-24T01:44:41Z","subjects":["ADHD","Engagement","Academic Achievement","Elementary","Education","Elementary Education","Special Education and Teaching"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/566","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Andrea Dawn Frazier","Dr. Charlotte Henderson","Dr. Gregory Blalock"]},{"key":"dc:creator","label":"Author","values":["Grantham, Celeste"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Health, Physical Education, and Exercise Science"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Health and Physical Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ADHD","Engagement","Academic Achievement","Elementary","Education","Elementary Education","Special Education and Teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/566"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This thesis explores how creativity, imagination, and problem-solving can be harnessed to improve student outcomes – specifically engagement, motivation, and academic achievement – for students with Attention-Deficit/Hyperactivity Disorder (ADHD) in elementary classrooms. Rather than conducting a data-driven study, this project draws upon interdisciplinary research from educational psychology, cognitive science, and pedagogy to design inclusive research-informed teaching strategies. The cognitive processes underpinning creativity and imagination – such as divergent thinking, mind-wandering, and creative incubation – are examined as potential strengths often underutilized in traditional classrooms. A comprehensive literature review establishes how these variables interact and influence the learning experiences of students with ADHD. A comprehensive literature review provides the foundation for the development of interdisciplinary lesson plans targeted at second-grade students. These lessons are informed by and include ADHD-specific supports, differentiation strategies, and opportunities for imaginative and creative thinking. This project concludes with implications for educators, emphasizing the importance of creative pedagogy in fostering success among neurodiverse learners and outlining future directions for piloting and evaluating these classroom strategies.
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