Students with ADHD are frequently positioned as behavioural challenges within classroom environments, yet this framing often overlooks the roles of regulation, connection, and task design. This session introduces a practical, evidence informed framework grounded in three core conditions for engagement: Calm, Connect, Learn. Rather than approaching behaviour as something to be managed, the framework positions behaviour as an outcome of unmet needs. When students are dysregulated, they cannot engage. When they do not feel understood, they are less likely to connect. When tasks are inaccessible, they are unlikely to begin. Drawing on classroom and coaching experience within Australian school settings, alongside research from neuroscience, inclusive education, and executive functioning, this session translates theory into practical strategies that can be implemented immediately. Particular attention is given to accessible assessment and task design, drawing on the work of Linda J. Graham and Jill Willis. Participants will leave with a clear, structured approach that can be applied across classroom, playground, and home environments to improve engagement, reduce escalation, and support meaningful participation in learning.