Professor Tan Sze Wee, Chairman of Unlocking ADHD;
Mayor Denise Phua;
Associate Professor John Wong; Scientific and Medical Advisory Committee (SMAC) Chair;
Mr Jeffery Tan, CEO of MINDSET;
Partners in the ADHD community;
Distinguished guests.
Good morning to all of you.
1 It is my distinct pleasure to join all of you at Unlocking ADHD's celebration of ADHD Awareness Month 2025. We are also on the backdrop of World Mental Health yesterday, and every October, we commemorate Global ADHD Awareness Month to raise awareness, reduce stigma, and foster greater understanding of individuals living with ADHD. I would like to congratulate Unlocking ADHD on your fourth anniversary and commend your dedication to creating a supportive community that has touched many lives, from equipping parents with knowledge and support, to giving young people with ADHD the confidence to live their lives and pursue their passions.
Book Launch of "Differently Wired Minds"
2 Today also marks the launch of "Differently Wired Minds". The title of the book really tells us a fair bit about the struggles of individuals with ADHD, and the collection of over 60 personal stories that captures this year's theme: "The Many Faces of ADHD". As I was reading through the book, there were familiar names, and I was taken by their experiences and their life struggles, because sometimes some of these challenges are unseen. What makes this book particularly luminous is how it showcases positive lived experiences. It reminds us that with the right support and opportunities, we can all thrive and contribute meaningfully, whether in technology, the arts, entrepreneurship, or community leadership.
3 I was particularly moved by Ing Kai's story, who channelled his passion for engineering and social entrepreneurship into building his start-up Stick'Em, providing affordable STEAM (which stands for Science, Technology, Engineering, the Arts and Mathematics) education worldwide. Stick'Em recently won the Hult Prize which is a $1m USD prize for innovative ideas by students to address global issues of today. This exemplifies how individuals with ADHD possess many innate strengths in them, and particularly for Ing Kai, one who is willing to keep experimenting, to drive innovation that benefit many others and to trust their curiosity to themselves and others further. From the hallways of his principal's office, what used to be his side project has now benefited more than 10,000 students and 1,200 teachers across 11 countries. Keep up the good work, Ing Kai!
Supporting Students in Schools
4 In the context of the education landscape, we have evolved much in our understanding and support for students with learning differences, including those with ADHD. Every student is unique and requires different kinds of support based on their individual needs.
5 This is why MOE adopts a needs-based approach in our schools. Beyond any labels or diagnoses, we emphasise what each student requires, in order to succeed. Teachers receive foundational training to identify and support students with special educational needs, also known as SEN. Every school has Teachers trained in Special Needs, known as TSNs, who offer deeper expertise and can guide their colleagues in supporting students with more complex needs, including ADHD. Various school personnel such as SEN Officers also come together to share effective practices and strengthen the collective expertise of our teaching fraternity, so that schools can be inclusive and responsive, providing timely support to students of diverse learning needs. It really takes a village to do this together.
6 When comprehensive school support systems are in place, students can thrive. With targeted help in organisational skills, attention regulation and social skills, alongside encouragement to pursue their interests and strengths, students grow in confidence and ability. Through a needs-based approach, we do not just address challenges; we enable students to discover their potential in life and curate their own pathways to success much like how Ing Kai and many others have.
Drawing from Clinical Experience
7 My background as a clinician has given me a unique perspective on ADHD. Like what is articulated in the book we are launching today, no two persons with ADHD are the same, their experiences, stories and needs differ, and their struggles and successes in life are unique. Some may benefit from medications, others with psychotherapy, whereas many others learn differently, and support and continued awareness of this is key.
8 We must continue to highlight stories and share examples that life should not be defined by a diagnosis. When learning needs are met, when we are patient and perceptive about how each of us learn and grow differently, and when we have awareness of how to unlock our potential, then persons with ADHD, or any mental illness for that matter, will be able to thrive beautifully and the glow of their abilities start to show.
The Power of Stories and Community
9 At this point, allow me to highlight another story from the book, one about Mr Ahmad Nizam Abbas. In school, after noticing that he was answering too many questions for a general knowledge quiz, his teachers re-channelled his energy, by asking him to draft the questions instead! Mr Ahmad Nizam would go on later in life to become a lawyer, educator and community leader, uplifting many others along the way. Mr Ahmad Nizam, your story is a powerful reminder that with the right support, the world opens up for us and opportunities can flourish, even for those with ADHD.
10 While I have highlighted two stories, I would like to acknowledge the incredible courage of everyone who stepped forward to contribute their stories to this book. Please know that in sharing your story, you are impacting and inspiring others with your resilience and ability to navigate challenges, overcome obstacles, and transform difficulties into strengths. Your willingness to share your personal journeys will instill hope in others who may be facing similar challenges, whether ADHD or otherwise. You remind us all that ADHD is not a barrier to success, but simply a different path to achieving it. Thank you for lighting the way for others. Please join me in giving them a well-deserved round of applause for their remarkable efforts.
Closing
11 We are grateful for the continuous engagement between Ministry of Education and organisations like Unlocking ADHD. It reflects our shared commitment to supporting individual potential. By continuing to work together – educators, families, community groups, and support organisations – we can create an ecosystem where all students and individuals can thrive. As we celebrate this launch, the stories in this book remind us that every person has unique strengths waiting to be recognised and nurtured. Thank you, and I wish all of you an inspiring day ahead.