For an active, curious child
A school for an active, curious child in Riga
Does your child find it hard to sit still, wait their turn and concentrate in a traditional classroom? You are not alone. Many parents of children with ADHD look for an environment where a child can move, learn at their own pace and dig into what genuinely interests them. Acton Academy Riga's learner-driven learning model suits many active children better than a classic classroom.
What is ADHD?
ADHD — attention deficit hyperactivity disorder — is one of the most common neurodevelopmental conditions in children. It shows up as attention that doesn't match a child's age, along with heightened movement and impulsivity. In Latvia, ADHD is seen in around one in ten children, roughly twice as often in boys as in girls.
A note on the term: in Latvian, this condition used to be called „sindroms“ (UDHS). In 2026 the more precise term „traucējumi“ was adopted, so the correct Latvian term today is UDHT — uzmanības deficīta un hiperaktivitātes traucējumi.
ADHD is not a sign that a child is lazy or disobedient. It is a different way the brain works, often paired with strong curiosity, energy and creativity when the environment supports it.
Why an ordinary classroom often doesn't work for an active child
A classic classroom is built around sitting still for long periods, listening to a lecture from the front, and moving at one pace for everyone. That is exactly what is hardest for an active child:
- •Long stretches of sitting without moving.
- •One pace for everyone — even when a child isn't ready yet, or has been ready to move on for a while.
- •A lot of waiting and little hands-on work.
- •Attention that "drifts" during a long lecture, and the embarrassment of being noticed.
The result is often not a lack of knowledge, but a mismatch between the child's nature and the environment. Experts put it simply: often it is the environment that needs to change, not the child.
How Acton Academy Riga's environment suits an active child
Freedom to move all day — there's no need to sit still; children can stand up, move around and work on the floor.
Their own pace — a child dives in when ready, and is never rushed ahead or held back. Build mastery at your own pace.
Long work blocks and getting into flow — deep concentration often only sets in after 20–60 minutes. Long blocks give a child time to get there.
Hands-on work, not long lectures — learning through hands-on activity and real projects.
A smaller, mixed-age environment — the option of less noise and fewer stimuli when needed.
A guide, not lectures — the adult asks questions and helps a child steer themselves. This builds self-discipline, not obedience.
A clear daily rhythm — a predictable schedule that gives an active child a sense of security and lets them find their own rhythm.
Frequent movement breaks — energy has somewhere to go, so attention comes back more easily.
No grades and no comparison — motivation comes from interest, not fear or shame.
What experience and research show
We do not claim that we can treat or "fix" ADHD. What helps an active child learn is well researched, and much of it matches how Acton Academy works:
- Movement and physical activity support attention and self-regulation. Research shows that even a short, roughly 20-minute movement break can briefly improve concentration and impulse control in children with ADHD.
- Hands-on, engaging learning holds attention better than passive listening.
- Being able to choose how to learn (a project, a presentation, hands-on work, core skills) lets a child learn by using their strengths.
- Predictable structure and clear boundaries reduce the chaos that often tires out an active child.
Acton Academy Riga is not designed as therapy, but these principles are built into our everyday life. Many children with ADHD symptoms attend Acton Academies worldwide without special care, and it goes unnoticed.
How we work with difference
- Neurodiversity as the norm. Every child learns differently. In the studio, that's not the exception — it's everyday life.
- Individual pace and goals. A child works towards their own goals at their own pace, so difference doesn't need a "separate" programme — it's part of the system.
- Guide support. The guide acts as a mentor and helps a child find strategies that work specifically for them.
- Three steps first. When a child gets stuck: think it through yourself → look it up → ask another learner → and only then ask the guide. This gradually builds independence and the ability to solve problems on their own.
- Freedom within boundaries. Acton Academy Riga is not chaos — it is freedom within clearly set boundaries and a predictable rhythm. This combination of independence and predictability is often what works best for an active child.
- Working with families. Support for parents, to help them support their child on their hero's journey.
What we are not
To make the choice clear:
- •We are not a special-needs or therapeutic school, and we do not provide medical or therapeutic treatment.
- •We do not have doctors or therapists on staff working with a diagnosis.
- •We do not provide special-needs teachers or support staff for children with special needs.
What we can do: offer an environment that works better than a traditional classroom for many active and curious children.
What we do before admission: during the get-to-know-you process, we openly assess together with the family whether our environment can support your child's particular needs. If we see that a child needs more than we can offer, we will say so.
Frequently asked questions
Do you accept children with ADHD?
Yes. Many active and curious children attend Acton Academies worldwide, including children with ADHD. We do not select children by diagnosis — during the get-to-know-you process, we assess together with the family whether our environment fits that particular child.
Does a child need a diagnosis to apply?
No. A diagnosis is neither a requirement nor a barrier. What matters more to us is understanding how a child learns and whether our environment suits them. We have no interest in a formal diagnosis.
Do you have support staff or specialists?
We are not a special-needs school, and we do not have medical or therapeutic staff. Our strength is the environment itself — a self-paced approach, freedom to move, hands-on projects, a daily rhythm and a Socratic guide who acts as a mentor. If a child needs specialised support, that can be arranged with a specialist outside school.
How are you different from a special-needs or therapeutic school?
A special-needs school is built around treatment and therapy with corresponding staff. Acton Academy Riga is a general learner-driven school whose environment naturally suits many active children — with no grades, freedom to move and an individual pace. We do not try to replace medical help.
Will an active child get "lost" in the freedom at Acton Academy Riga?
No. At Acton Academy Riga, freedom exists within clear boundaries and a predictable daily rhythm. This combination — independence together with clear structure — helps many active children more than either complete freedom or strict control.
Let's talk about your child
Every child is different. The best way to find out whether Acton Academy Riga is right for your family is a short conversation. Book a 15-minute call — tell us about your child, and we will tell you honestly whether our environment could be the right fit.
Is this the right school for your family?
Fifteen minutes, no commitment — you ask, we answer. In English, whenever it suits you.