ADHD In the Classroom & How It Affects Your Child’s Learning

What Is ADHD?

Attention deficit hyperactivity disorder (ADHD) is a neurological disorder which impacts a person’s ability to regulate and control their behavior as well as experiencing challenges in maintaining attention and focus. There are three primary subtypes of ADHD: ADHD predominantly inattentive type, ADHD predominantly hyperactive type, and ADHD combined type. The presentation and symptoms of ADHD can vary from child to child.

ADHD in the Classroom

The prevalence of ADHD among school-aged children is purported to be between 2-14%.¹ It is possible that the way ADHD manifests in a classroom setting can impact on a child’s learning and educational experience. For example, hyperactive ADHD symptoms in children in particular can cause distractions for the child with ADHD, their instructors, and their peers.

ADHD Impact on Social Interactions & Classroom Dynamics

ADHD also impacts social interactions and classroom dynamics. For example, a child with ADHD may play differently than neurotypical children and may require more time outside and moving around than children not affected by ADHD. Children living with ADHD also may struggle with emotion regulation, which may impact their relationships and ability to navigate conflict with others in a calm manner.

ADHD & Learning Challenges in the Classroom

Children with ADHD often face challenges in a traditional classroom setting. For example, the expectation that a child should remain seated and pay attention to lectures for hours at a time is often unrealistic for children living with ADHD. Many children with ADHD also struggle with working memory and may have difficulty internalizing and comprehending information at the same rate as their peers. All of these factors mean that instruction styles and expectations for children with ADHD needs to be sensitive to these differences in order to improve chances of these children succeeding academically.

Some common challenges children with ADHD face in the classroom include:

Difficulty Maintaining Focus

Children with ADHD often struggle with maintaining focus. This means the quality of learning likely decreases over time without a break or assistance to help a child understand and remember the information conveyed to them, especially if that information is not interesting to them. Finally, pressure to sit still and learn how to focus with ADHD for long periods of time can lead to increased likelihood that a child  will not be able to learn what is being conveyed to them.

Trouble Following Instructions

Children with ADHD can have a lot of difficulty paying attention to and remembering complex instructions and will often feel lost or confused about tasks that come easily to their peers. Children with ADHD may need additional help around these tasks and support from peers or instructors when attempting to understand and follow instructions. It can also be helpful for instructions to be conveyed in multiple different ways (i.e. auditory and visual instructions) in order to ensure that children understand what is expected of them.

Disorganization

Children living with ADHD can struggle to stay organized, which impacts their ability to navigate completing assignments and schoolwork in a seamless manner. Compensatory strategies, such as keeping folders and planners to keep track of when assignments are due can be helpful. Sticking to a routine in instruction and expectations of when assignments should be completed can help children with ADHD not lose track of these important tasks.

Staying Seated

Children living with ADHD struggle immensely with sitting still and staying seated. They will likely need to move and take frequent breaks in order to maintain attention and focus. It is important the routine of a school day is sensitive to these needs for frequent movement and breaks.

Reading

Reading with ADHD can be a challenge. Many children with ADHD find distractibility interferes with their ability to process and comprehend what they’re reading. Encouraging children to read out loud can help them retain and encode the information, while using a finger or highlighter to underline the words as they are read can also help a child remain engaged in the reading.

Memory Difficulties

Children with ADHD may be perceived as “spacey” because they often have trouble remembering things they just learned. Many children with ADHD struggle with auditory attention in particular. It is important that peers and instructors be sensitive to the fact that repetition of instructions as well as conveying information verbally or using demonstrations will help these children ensure the likelihood of remembering important information.

Emotion Regulation

Students with ADHD may struggle to regulate their emotions and may need additional support in working through difficult emotional experiences whether that is with instructors or peers. Many children with ADHD are very sensitive and already feel conspicuous about their differences. Additional emotional support can help children living with ADHD feel supported and understood rather than shamed and like failures for their differences.

Lack of a Stimulating Environment

Children living with ADHD often benefit from novel sensory stimulation in their environment. Incorporating exciting and novel aspects into otherwise dull lectures may help children with ADHD sustained attention when attempting to learn something new that might be challenging. Using games, props and creativity can help a child with ADHD in school learn more easily.

Impulsivity

Children with ADHD may struggle with impulsivity, which means it is difficult to regulate their behavior. Blurting out answers, making loud vocalizations and other behaviors that are generally perceived by peers and teachers to be obnoxious or disruptive are common. Checking-in with a student and developing an individualized plan to help monitor and regulate these behaviors rather than relying on shame and punishment can be helpful.

How to Recognize ADHD in Your Child

Parents and teachers can recognize signs of ADHD in children. Early detection and professional assessment is important to ensure that children with ADHD receive the support they need. Many children who are viewed as “problem children” because of their symptoms are often misunderstood and end up living with a lot of shame and sense of failure about themselves and their ability to be successful as a result.

ADHD in Girls Vs Boys

Traditionally, there have been differences in the way we think of ADHD in girls compared to boys. As we progress as a society, gender gaps are closing and children are feeling more free to express themselves authentically rather than adhering to traditional gender roles and expectations. Traditionally, ADHD was recognized more in young boys as there has been more societal pressure on young girls to behave and “be good” in order to be socially accepted. This means young girls traditionally will mask their symptoms more effectively than young boys, called ADHD masking, which also means symptoms are likely not diagnosed until later in life if at all.

How to Support Students With ADHD in the Classroom

There are strategies, coping skills for ADHD, and accommodations that a parent can ask the teacher and school to implement in the classroom to support students with ADHD.

Common classroom accommodations for children with ADHD include:

• Modifying teaching methods: Teachers can modify methods and types of instruction in order to support different methods of learning. Repetition and use of demonstration are also helpful.
• Behavior management techniques: Preventative behavior management strategies are helpful. Limiting the amount of long lectures given and incorporating ways to engage children with ADHD more readily can be helpful. Simply having a conversation with a child about what causes their behaviors can also shed light on their specific needs.
• Structured routines: Structure and routine can help children with ADHD know what to expect from a school day and prevent the likelihood that they will fall behind their peers in terms of learning and instruction. Structure coupled with aspects of novelty and stimulation usually helps keep children with ADHD engaged and grounded.
• Taking frequent breaks: Frequent breaks during instruction help children with ADHD to regulate their behavior and remain engaged with instruction.
• Allowing for fidget toys: Allowing children to play with fidget toys that are safe and not disruptive to other students is helpful.
• Giving extra time for tasks and testing: Children with ADHD often need extra time to complete certain tasks or complete tests.
• Providing a distraction free environment for more complex tasks: Children with ADHD will often struggle more than their peers with distraction. Having a quiet space to learn a complicated or new task can help them to focus.
• Developing an individualized behavior plan: Collaboratively working with children who have ADHD can help them to be more academically successful. It is important not to assume that all children with ADHD will have the same struggles and often needs vary widely.

Collaboration Between Parents & Teachers

The importance of collaboration between parents and teachers in supporting a child with ADHD cannot be understated. Open communication and partnership can lead to a better understanding of the child’s needs and more effective support strategies. Furthermore, children who feel supported are less likely to internalize shame and experience decreases in self-esteem as a result of their struggles.

School Resources for Children With ADHD

As ADHD is a disability, there are educational rights of children with ADHD under laws like the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. Because of these legal rights, accommodations and resources are available to students with ADHD, such as Individualized Education Programs (IEPs) and 504 plans.

If you are the parent of a child who is diagnosed or suspected of having ADHD, it is important to contact the disability services office of your child’s school in order to learn more about these options that can support children with ADHD.

Treatment Options for ADHD in Children

There are various ADHD treatment options for children. These include options involving behavioral treatment and medication.

Treatment options include:

Medication

There are several medications used to treat ADHD in children including stimulants or antidepressants.

Some common medications used to treat ADHD in children include:

• Adderall: Adderall is a stimulant medication that targets low levels of dopamine in the brain which can contribute to symptoms.
• Wellbutrin: Wellbutrin is an antidepressant that is sometimes prescribed for ADHD.
• Other types of stimulants: There are many types of stimulants that can be prescribed for children living with ADHD. Discuss the options with a primary care provider or psychiatrist to learn more about them.

Behavioral Therapy

In addition to medication, children living with ADHD can benefit from behavioral therapy. Cognitive behavior therapy (CBT) for ADHD is one of the most common treatment approaches.

Some common therapies used to treat ADHD in children include:

• Cognitive behavior therapy (CBT): CBT for children often helps a child with ADHD, especially in the school setting by targeting specific thoughts and behaviors that contribute to symptoms.
• Play therapy: Play therapy can help children who are living with ADHD. This type of therapy can incorporate the creative mind and feel more engaging for some children.
• Supportive therapy: Emotionally supportive therapy may help children who are experiencing low self-esteem related to symptoms.
• Behavior therapy: Behavior therapy targets specific behaviors associated with symptoms and helps children and parents develop a specific treatment plan that addresses these.
• Family therapy: Family therapy can help address family dynamics that may be contributing to the exacerbation of symptoms and help the family learn strategies for providing support to their children.

When to Seek Professional Help for ADHD

Adhd in school can lead to chronic problems both at school and at home and may indicate to parents that it is time to seek treatment for their child who has (or is suspected to have) ADHD. Parents can find a neurodiverse-affirming therapist online. An online therapist directory can be a helpful resource because of its convenience and the ability to do a filtered search for a provider based on that child’s specific needs.