Gil Newburn

Yeah, no, that's manageable.

Well, join the club, even though we're now working with incredibly high-level technology here.

But fortunately, I have super clever people who do all that stuff, and I just try and remember the people.

And I maybe have a slightly different way of looking at things than the rest of the world.

I'm probably seen as the odd person out, whereas I see myself as the one person in the army marching in step.

I came down a few times and realised that this is where I should have been for the last 40 years.

Of course, it hasn't existed for the last 40 years, but this has been my dream job.

This is my Te Ranga Waiwai.

Yeah, it's not a job if you don't think you're going to work.

Doing this study, I think, is fascinating because it shows up some fundamental things that we could do to alter behaviour, particularly in the classroom.

That showed, as you know, that if they jiggled, wriggled their toes, used the spinner device, then the blood flow prefrontally, the oxygen uptake came back up pretty much to normal.

Whereas in the non-ADHD group, it drops.

Fiddling with something was a distraction to them.

So...

That teacher in the classroom who looks at the kid who's being distracted or bouncing all over the place or just simply daydreaming when they talk to you and says, sit up straight, look at me in the eye while I'm talking to you, is doing precisely what it takes to make that kid not hear what they're saying at all.

Whereas the teacher that allows the kid to sit down here looking at their book, doodling and so on, is much more likely to have the kid listening to them, following them, processing them.

And learning memory is about forming connections and strengthening those up.

And this now helps to start demonstrating some of the reasons why that works.

And yeah, we should be educating teachers about this furiously.

Yeah, that's right.