Practical Strategies for Supporting Students with ADHD

ADHD is a complex neurodevelopmental disorder that is not caused by poor parenting or individual choice. It is estimated to affect approximately 8-10% of children and adolescents in Australia, often with a significant genetic or hereditary component.

It's essentially a deficit in self-control or executive functions, impacting abilities critical to planning, organisation, and carrying out complex behaviours over time. Students with ADHD are not lacking skill or knowledge, but rather have difficulty doing what they know.

The three main presentations of ADHD include:

• Predominantly Inattentive Presentation: Students mainly have problems with concentration and attention span but are not typically impulsive or overactive. They may be easily distracted, forgetful, struggle to follow instructions or complete tasks, and often don't seem to listen.

• Predominantly Hyperactive/Impulsive Presentation: Students primarily exhibit issues with overactivity and impulsiveness. This can manifest as fidgeting, restlessness, inability to sit still, excessive talking, interrupting others, blurting out answers, and difficulty waiting or taking turns.

• Combined Presentation: This is the most severe form, combining symptoms from both inattentive and hyperactive/impulsive presentations.

Students with ADHD often report getting many different thoughts at once, feeling confused, unpopular, and constantly in trouble. They may feel misunderstood, as if their brain isn't receiving a perfect signal.

Key Teaching Strategies for a Thriving Classroom

Here are evidence-based strategies to support students with ADHD, benefiting your entire class:

1. Establish Structure and Routines

Children with ADHD find comfort in routine, even if occasionally diverged from.

• Post Class Rules: With student input, establish short, simple rules stated positively (e.g., "Come in, check the assignments on the board, and start working quietly" instead of "No loud talking"). Define rules clearly and discuss consequences. Have each student sign a prominently posted "contract".

• Daily Schedules: Write the day’s schedule on the board and erase items as they are completed. Alert the class in advance of any revisions. This provides a sense of security and helps all students stay on task.

• Consistency: Strive for consistency in expectations and responses.

2. Minimise Distractions and Optimize Seating

Students with focus problems benefit from a low-distraction work area.

• Proximity to Instruction: Seat students near the source of instruction, or stand near them when giving directions. This reduces barriers to the lesson.

• Positive Role Models: Seat the student near positive role models.

• Eye Contact: Always establish eye contact when giving specific directions. You may need to pause until their eyes meet yours.

• Classroom Arrangement: Traditional desk arrangements in rows facing the teacher are often better than modular setups with children facing each other, as these can provide too much stimulation. Enclosed classrooms are generally better than open ones due to less noise and visual distractions.

3. Allow for Movement and Sensory Input

Participating in physical activity is an effective way to enhance concentration in children with ADHD.

• Scheduled Movement Breaks: Incorporate specific times for physical activity, such as Stretching or quick P.E. classes.

• Active Roles: Provide opportunities for physical action throughout the day, like running notes to the office or delivering materials.

• Fidget Objects: Permit particularly fidgety students to use small, quiet objects kept in their desks, like a soft squeeze ball. Standing desks or exercise balls can also be beneficial.

• Recess: Never use recess as a time to make up missed schoolwork or as a punishment, as it's crucial for focus. Consider inside activities and clubs during unstructured break times.

4. Improve Communication and Instructions

Students with ADHD frequently face challenges with working memory and have difficulty following instructions.

• Clear and Concise Language: Keep instructions short, simple, and direct. Avoid asking "why" and instead focus on "what should you be doing now?".

• Visual and Auditory Combined: Present auditory and visual information together. Demonstrate skills (e.g., essay writing on a projector) or have a peer demonstrate. Leave key instructions or examples visible on the board.

• Repeat Instructions: Ask multiple students from different parts of the room to repeat assignments to give the student with ADHD more opportunities to "tune in".

• Prepare for Transitions: Remind students what is coming next (e.g., next class, recess). Give several warnings (ten, five, then two minutes) before abrupt transitions, ensuring every child attends to you.

5. Provide Frequent and Powerful Feedback/Consequences

Students with ADHD need extra encouragement and respond best to immediate feedback and more salient consequences.

• Positive Reinforcement: When you see a student doing something correctly, let them know you notice and encourage them. Use positive words and tone. Praise effort rather than just ability.

• Immediate Feedback: Students with ADHD have difficulty anticipating future outcomes, so consequences must be instantaneous.

• Promote Incentives Before Punishment: Focus on incentive programs before resorting to punishment, as relying solely on punishment can foster resentment. Establish reward schemes with attainable targets and diverse rewards to sustain interest.

• Behaviour Management Tools: Use token, point, or chip programs, which are highly effective, especially when tailored to age and interests. These can be applied for individual or group behaviour.

• Discipline: When necessary, discipline should be immediate, short, and swift. If an answer is incorrect, ask questions ("Let's talk this through") rather than reprimanding. It's important to make it clear that it's the poor behaviour you do not appreciate, not the student personally.

6. Support Academic Work and Homework

Many students with ADHD struggle with writing, organisation, and completing assignments.

• Break Down Assignments: Shorten long assignments or break them into smaller parts with separate due dates.

• Reduce Writing Burden: Allow students to write only answers, use a word processor, or dictate to a "parent secretary" if handwriting is an issue.

• Graphic Organisers: Provide pre-printed blank essay forms or other graphic organisers to help students structure their thoughts visually.

• Extended Time: Allow extended time for assignments, especially for students with the inattentive subtype who may process information slower.

• Homework Management: Read assignments aloud and post them on the board. Allow sufficient time for students to write down assignments. Consider online calendars for homework access. It may be more productive for students to complete homework tasks at school where there is more structure. Homework should be reduced or differentiated if possible.

• Grade Selectively: To avoid overwhelming students, grade only one or two essay elements at a time (e.g., subject-verb agreement). Don't deduct points for poor handwriting or grammar unless specifically measuring those skills.

7. Foster Positive Social Interactions

Students with ADHD may struggle with peer relationships due to impulsivity, emotional overreaction, and difficulty with turn-taking.

• Work on Social Skills: Act as a "friendship coach" and work on social skills within the home or classroom. Digitally recording interactions can help students improve self-awareness.

• Structured Peer Contacts: Arrange for positive peer contacts at home or in the community in small, supervised groups with more structure and less competition.

• Peer Support: Assign a student with ADHD a "study buddy" or "peer mentor" (perhaps from an older class) to help with organisation and socialisation.

• Educate Peers: Educate other students about ADHD and differences in learning styles through PHSE classes or"Circle Time". Help students not to respond to teasing.

Reframing ADHD: A Growth Mindset

It can be frustrating when a student constantly fidgets or interrupts, but remember, the student is not doing it on purpose. ADHD is a genuine medical condition. Try to reframe challenging behaviours as opportunities:

• Distractibility = High levels of awareness and observation.

• Restlessness = Energetic and lively.

• Going off-topic = Individualism and independence.

• Forgetfulness = Absorbed in their own thoughts.

• Interrupting = Enthusiasm to contribute.

• Sloppy work = Effort despite difficulties.

• Apparent selfishness = Single-mindedness in pursuit of goals.

This growth mindset helps maintain a positive relationship with students and models patience and tolerance for the whole class.

Building Bridges: The Home-School Partnership

Collaboration between teachers and parents is paramount.

• Open Communication: Principals should encourage open and frequent home-school communication. Use daily journals, email, or phone calls to keep parents informed.

• Home-Based Reward Programs: These are highly effective interventions, where the teacher sends home a daily evaluation of the student's behavior, and parents provide rewards at home. This system accentuates the positive and can be fine-tuned regularly with parent and student input.

• Joint Goal Setting: Work with parents to set goals and monitor progress, ensuring consistency between home and school.

By implementing these strategies and promoting a collaborative environment, you can greatly improve the academic and social success of students with ADHD, enabling them to unlock their full potential.

How can we help?

Our team of Psychologists and Psychiatrists who are experts in ADHD can provide comprehensive assessment, diagnosis and treatment of ADHD based in Sydney, NSW