Charlotte White

Education and Neurodiversity Specialist, Teacher

March 17, 2025

Attention Deficit/Hyperactivity Disorder (ADHD) is exhibited in a variety of ways. There are three diagnostic categories: Hyperactive/Impulsive Type, Inattentive Type and Combination Type. For a diagnosis, students under 17 must exhibit at least six symptoms within a single category or 12 across the combination type (American Psychiatric Association, 2013).

If you suspect a student displays multiple ADHD traits, I recommend meeting with their parent or guardian to discuss a referral to a paediatrician. The paediatrician may conduct interviews, arrange observations, and if appropriate, recommend further assessments such as the WISC or WAIS. Typically, they - or psychologist or counsellor - will also ask teachers to complete the Vanderbilt Assessment Scale. This diagnostic rating scale evaluates symptoms of ADHD and their effect on the student’s behaviour and academic performance (Wolraich et al., 2003).

If your school has a psychology department, they should be your first point of contact. A school psychologist or counsellor can observe behaviours in the classroom more easily. However, be mindful that a visitor’s presence may alter a student’s behaviour (Henderson, 2006). Some students learn to mask symptoms by developing strategies to compensate for or adjust traits. Engaging in conversations with the student can help uncover these subtleties, allowing for deeper understanding of how they navigate the school day (Bolinger et al., 2020; McDougal et al., 2023).

Symptoms to look out for:

Inattentive

  • Poor listening skills
  • Unable to complete tasks due to misplaced or lost resources
  • Distracted by external stimuli
  • Unable to remember daily timetables
  • Lack of focus or concentration (short attention span)
  • Unable to hand in and/or complete tasks in a timely manner
  • Struggle to begin or complete tasks that are not of interest or require concentration
  • Make mistakes that are preventable
  • Lose things
  • Time blindness

Hyperactive/Impulsive

Hyperactive

  • Fidgety (hands, legs etc.)
  • Uncontrollable restlessness
  • Appears highly active, supercharged
  • Engages in tasks and activities loudly
  • Extremely talkative
  • Cannot remain seated for long

Impulsive

  • Frequently interrupts conversations/discussions, inappropriately or at the wrong time
  • Impatient with turn taking, waiting for others to finish, activities to begin etc.

Incredible Strengths of Students with ADHD:

  • Hyper focused in areas of interest – When engaged they can demonstrate exceptional concentration and perseverance,
  • Resilient - Many develop strong coping skills due to experiencing more setbacks than their peers. They often recover quickly from challenges and persist despite difficulties.
  • Energetic – The natural enthusiasm and high energy can be an asset in active or hands-on learning.
  • Self-Aware – They tend to have a strong understanding of their own thinking and behaviour, often recognising their strengths and challenge earlier than others.

Strategies to Support Students with ADHD in Managing the School and Classroom Environment:

Consistency

  • Display a term planner and daily timetable so students know what to expect each day. Send this home as well to help them feel prepared before they arrive at school.
  • Establish a predictable classroom routine, such as having specific subjects and activities at the same time each day. For example, I run levelled Reading, and Math rotation groups four days a week, with one day dedicated to whole class reading and maths.
  • Clearly outline behavioural and academic expectations to provide structure and reduce uncertainty

Classroom Environment

  • Adapt the physical space to accommodate different needs:
  • Provide a vibrating board for students to stand on, allowing them to release excess energy then reengage with a task (helps with fidgety leg syndrome).
  • Place balance boards under stand-up tables to help students channel movement in a focused way (also helps with fidgety leg syndrome).
  • Create a calm corner with textured cushions, offering a space for emotional regulation.
  • Ensure there is adequate floor space for morning exercise or movement activities.

Foster a quiet, focused atmosphere

  • Many students, including those with ADHD, thrive in a quieter environment, as it helps reduce overwhelming thoughts.
  • Play relaxing background music, such as jazz to create a calming entry into the classroom.
  • Establish clear speaking rules, e.g., only one person speaks at a time, or use designated object (e.g., a small toy crocodile) to indicate whose turn it is to talk.
  • Use essential oils like lemongrass and bergamot in a diffuser, for a soothing environment.
  • Provide noise-cancelling headphones for independent work, to minimise distractions.

Academic assistance:

  • Reference Charts

o   If students struggle with focus, place visual aids around the room to provide discreet support. For example, display both analogue and digital clocks near the timetable and weekly grammar charts relevant to current lessons.

  • Instructions

o   Give verbal instructions in multiple ways by rewording or paraphrasing.

o   Write clear step-by-step instructions on the board, alongside learning intention and success criteria.

o   For students who become overwhelmed, encourage them to focus on one step at a time. Sometimes I write steps on post-it-notes and discreetly place them on a students’ table workbook.

  • Organisation Support

o   Provide reminders about required materials (e.g. computer, headphones, pens).

o   At the end of lessons, prompt students on their next steps.

o   Recognise that organisation challenges extend beyond the classroom – students may need support managing uniforms and belongings.

 

Self-Regulation strategies:

  • Breathing Techniques

o   Teach students simple breathing exercises to help regulate their bodies.

The most effective one I have found is:

  • Take one long breath in,
  • Followed by a quick breath in.
  • Then a slow breath out.

o   Display strategy cards in the clam corner and integrate them into reading groups to normalise their use.

o   Introduce the thumb-to-fingertip technique, where students touch each fingertip with their thumb in sequence, going from one side to the other and back; repeating as needed. This can serve as a discreet strategy to reduce fidgeting.

Many of these strategies benefit all students in the classroom, not just those with ADHD. At the start of the year, I introduce various self-regulation strategies and support students in learning how to apply them. I establish clear expectations for different areas of the classroom, and students quickly learn to self-regulate and use these spaces appropriately – even in the early years of junior school (Henderson, 2006).

Pick your battles

Lateness and disorganisation are not worth battling over. Instead, if a student is continuously late or struggling with organisation, work through step-by-step strategies with them and reinforce these regularly. Collaborate to find solutions that are both feasible and realistic and be sure to provide praise when they succeed. Praise delivers a dopamine boost, which many students with ADHD actively seek (Bolinger et al., 2020). At times a student may use a self-regulation strategy that you have not introduced, such as sitting with one leg up or crouched on their chair. It is important to observe or discuss this with them to determine whether it is effective and supportive of their learning.

Stay informed about any medication the student may be taking and the timing of their doses. As students grow or build tolerance, the effectiveness of their medication may change. If this occurs, maintain open communication with all relevant stakeholders to ensure appropriate adjustments can be made.

By implementing these simple rules, resources and strategies you can create an environment that supports learning for all students. The approaches I have outlined benefit both neurodivergent and neurotypical students in my classroom. They are beneficial for all. If additional support is needed, please seek professional guidance.

*I have alternated between the terms ‘ADHD student’ and ‘student with ADHD’ to acknowledge individual preferences.

 

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Bolinger, S. J., Mucherah, W., & Markelz, A. M. (2020). Teacher knowledge of attention-deficit/hyperactivity disorder and classroom management. Journal of Educational Research and Practice, 9(1), 1-15.

Henderson, K. (2006). Teaching children with attention deficit hyperactivity disorder: Instructional strategies and practices. U.S. Department of Education. Retrieved from ERIC.

McDougal, E., Tai, C., Stewart, T. M., Booth, J. N., & Rhodes, S. M. (2023). Understanding and supporting attention deficit hyperactivity disorder (ADHD) in the primary school classroom: Perspectives of children with ADHD and their teachers. Journal of Autism and Developmental Disorders, 53(7), 3406-3421.

Wolraich, M. L., Lambert, W., Doffing, M. A., Bickman, L., Simmons, T., & Worley, K. (2003). Psychometric properties of the Vanderbilt ADHD diagnostic parent rating scale in a referred population. Journal of Pediatric Psychology, 28(8), 559-568.