Attention deficit hyperactivity disorder (ADHD) students lack verbal proficiency, as the study by McInnes et al. (2003) shows. This deficit includes issues with articulation, sentence formation, stuttering, reading difficulties, and the capacity to communicate thoughts in writing (as they rely on basic sentences or "safe writing"). Additionally, they have poor cognitive organisation abilities because they frequently forget things, struggle to locate them, and are unable to disengage from outside influences that divert their attention. When writing an exam, they try to finish it as soon as possible, misapprehend the directions, become frustrated, and frequently write down incorrect or no answers. Because of this, they require clear guidelines, schedules, breaks, and assignments planned to promote learning (Roszak, 2009). The findings of Webber and Jenny's (2011) investigation of the educational strategies used with these students were encouraging. Since learning English does not equate to learning chemistry or math, it calls for a unique approach. A relatively new method for learning languages is called neurolinguistic programming (NLP). It is said to be a pseudoscientific communication method that entails analysing and applying techniques used by successful people to accomplish a task. A learner can utilize Neurolinguistic Programming (NLP) as a creative teaching approach to improve English learning to be more engaging, interesting, personal, and skilful (Bandler & Grinder, 1975). The freedom to communicate one's thoughts and feelings and enhance experiences is NLP’s goal in English language mastery. Numerous research studies clearly show how various NLP techniques may help English language learners. This study investigates the theoretical foundations of NLP, and like this, NLP could drastically increase the English language learning capacity of ADHD students. The results of numerous NLP research investigations have significantly aided the talks in the paper.