People with Attention-deficit/hyperactivity disorder (ADHD) often have problems with attention, impulse control, and hyperactivity. It is now known that this occurs because the pre-frontal cortex has developed at a slower rate over childhood. This means that those with ADHD have to work much harder to control their behaviours and emotions that come automatically to others of the same age. This also can be very tiring. It usually develops in young children but can often not be diagnosed until adulthood. An estimated 1 in 20 New Zealanders have ADHD.
Those with ADHD challenges also often have huge strengths in other areas. Research has shown that many of those with ADHD have higher levels of intuition and can have a real focus on areas they are interested in. They can be lateral thinkers, creative and have a huge amount of energy and a real sense of fun. Parents and teachers need to work together to help their children cope with their ADHD symptoms and focus on their strengths. Each person will vary in the type and severity of their ADHD behaviour and symptoms. It is four times more likely to be diagnosed in boys than in girls but this is because girls often present with a subtype that is less noticeable and is often overlooked. It is thought that there are as many girls as boys that have ADHD. It usually runs in families and about 25% of those with ADHD will have a parent with it. About one third of people grow out of ADHD by the time they are a teenager and about one third will grow out of it by adulthood. This is because it is a delay in neurodevelopment and as people mature, their pre-frontal cortex changes. |
Quick 3
1Routines
Having a schedule for the day helps a lot to keep focussed.
Keep routines each day so that they are the same. If there are changes to be made, then give plenty of notice. Use timers or verbal cues to help a student see how much time is left for an activity. |
2Limit Distractions
Sitting at the front of the room and away from doors and windows can help reduce distractions. Minimise the number of students at the same table.
Try to keep away from visual clutter and noise as much as possible, although some people may like to have some white noise or soft background music to help them focus. This could mean using headphones if it is distracting to others. |
3Written Plan
In schools the student should have an IEP if they have ADHD. This will help each teacher to understand specific strategies for that student. Read it and refer back to it frequently.
Having a written plan that encourages positive behaviour is also helpful, to have close by on their desk or on a wall to remind them of what the expected behaviours are. |
"It helps when I know how long I have to do something and how much time is left"
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"Too many things to look at means I get overloaded and sidetracked and don't know what to do first"
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"Having a written list next to me means I can be reminded of what I should be doing and I can be directed back to it if I get distracted"
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adhd_quick_3.pdf | |
File Size: | 195 kb |
File Type: |
Easy 5
1 - Use visualsColour code things to show priorities. Highlight important instructions or use colours for different themes.
Use charts to help organise work. Have structured sheets to show what needs to be done and the order it should be done in. 3 - Be activeBuild in time in the day to be active. Move around every 20-30 minutes and make sure there is plenty of time to be active throughout the day.
Students could help hand out things in a class, or run an errand or go and get a drink just for a quick break. 5 - Simple instructionsMake eye contact when giving instructions. Make them simple and actionable eg 'take out your book and pen' rather than 'let's get started for the day'. If you are not sure if they understood the instruction, get them to repeat it in their own words.
When giving instructions it is easy to go into a lot of detail which can mean overload for someone with ADHD. Keep it simple!
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2 - Use a CalendarUsing a calendar or task manager can help to prioritise and manage their time well. There are lots of Calendar apps on phones, or you could use a task manager such as Todoist.
4 - Have a buddyAlthough some students may have a teacher aide with them, it can be helpful to buddy them with another person This person may be able to help with reminders, keeping on task, giving encouragement and refocussing when needed.
It can also help with social skills. Working with someone else can also help people with ADHD improve their social skills and help with relationships with others. "Using a calendar helps me know when I have to be places and stops me having to ask people all the time."
"I like having different colours for different classes, I can see quickly where I am meant to be." "It's really confusing when I get lots of instructions at once. I only hear the first one and the rest get lost;" |
Dive in
These are some websites that I have found useful over my years of teaching. If you have others to add, please let me know!
ADHD New Zealand
Classroom tips
Help for students with ADHD
Teaching strategies
ADHD in the workplace
Workplace issues
Being neurodivergent during Covid19
Attention-deficit/hyperactivity disorder - Description from Very Well Mind
ADHD New Zealand
Classroom tips
Help for students with ADHD
Teaching strategies
ADHD in the workplace
Workplace issues
Being neurodivergent during Covid19
Attention-deficit/hyperactivity disorder - Description from Very Well Mind