The neurodevelopmental condition of Attention Deficit Hyperactivity Disorder (ADHD) is marked by deficits in executive function (EF). This can lead to challenges with task initiation, working memory, and self-regulation. These challenges can result in lower academic performance, heightened anxiety, and diminished confidence. Although established ADHD pedagogical strategies can help mitigate these difficulties, traditional classroom methods do not always provide the structured, personalized support that many learners require. This research investigates the role of Generative AI (GAI) in ADHD pedagogy by analyzing the impact of its usage in the classroom on EF, anxiety reduction, and academic confidence. This study further explores how current ADHD pedagogies can be digitized and digitalized through the use of GAI. Such pedagogies include adaptive scaffolding, iterative feedback loops, and task planning. In conclusion, this paper examines the potential role of GAI in addressing the cognitive and emotional challenges faced by students with ADHD, with a focus on its potential to improve executive function, reduce anxiety, and increase confidence in the classroom. The research presents detailed examples for educators on how to utilize GAI to digitalize existing ADHD pedagogies, as well as best practices to maximize the potential benefits of GAI for the support of executive function, task paralysis, and confidence in learners with ADHD.