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Attention Deficit Hyperactivity Disorder (ADHD) is a diagnoses that suggest this variability is at play. Most times when children are hyperactive in the classroom or at home, the adults in their lives assume they have ADHD and take them to get a diagnosis. Their difficulty with paying attention could be a result of many other things but ADHD is the most common diagnosis for children.

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A lot of times students are assumed to have ADHD when they act out impulsively a lot in class or have trouble focusing, but it could be many other things. It could be due to anxiety, trauma, dyslexia, being younger than a lot of the other students, and many other things.

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How it Looks Inside and Outside of the Classroom

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How it Looks Inside and Outside of the Classroom

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- Inside the classroom: children that have trouble with a stamina and/or attention disorder may disrupt the class a lot in a way to form connections and turn the attention onto themselves. They may go from one thing to another quickly and have trouble focusing on one thing at a time.
- Outside of the classroom: The child may be very active and feel the need to stay busy. They may have angry outbursts and need a lot of attention from their parents or guardians.

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Helpful video about signs of this variability in the classroom and how to design a classroom with this in mind.

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Helpful video about signs of this variability in the classroom and how to design a classroom with this in mind.

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https://youtu.be/QkiW1tPP02s

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https://www.cdc.gov/ncbddd/adhd/school-success.html - this link will take you to the CDC website, which is a reliable link to all questions medically related.

https://kidshealth.org/en/parents/adhd-school.html - This website shows tabs for parents, educators, kids, AND teens. It has helpful tips for everyone who may be surrounded by or are experiencing stamina and attention issues.

https://teachmag.com/archives/14738 - this website shows helpful tips for how to regain social stamina while getting back into in person learning.

https://childmind.org/article/not-all-attention-problems-are-adhd/ - be careful with self-diagnosing! Not every attention and stamina deficit is ADD or ADHD. Take your child to a doctor if possible to get a professional diagnosis.

https://www.hopkinsmedicine.org/health/conditions-and-diseases/adhdadd - information on ADHD and treatments.

https://childmind.org/article/whats-adhd-and-whats-not-in-the-classroom/ - good article written about how many people will assume children have ADHD when it could be something else.

https://www.helpguide.org/articles/add-adhd/teaching-students-with-adhd-attention-deficit-disorder.htm
https://www.helpguide.org/articles/add-adhd/attention-deficit-disorder-adhd-and-school.htm - this article goes over ways to help students with ADHD in the classroom.

https://www.additudemag.com/teaching-strategies-for-students-with-adhd/amp/ - another article on teaching students with ADHD.

https://www.gracepointwellness.org/3-adhd/article/13855-signs-of-adhd-in-children-at-home - this article goes over the signs children may show they have ADHD at home.

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Centers for Disease Control and Prevention

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Children with attention-deficit/hyperactivity disorder (ADHD) experience more obstacles in their path to success than the average student. The symptoms of ADHD, such as inability to pay attention, difficulty sitting still, and difficulty controlling impulses, can make it hard for children with this diagnosis to do well in school.

To meet the needs of children with ADHD, schools may offer

ADHD treatments, such as behavioral classroom management or organizational training;

Special education services; or

Accommodations to lessen the effect of ADHD on their learning.

Classroom Treatment Strategies for ADHD Students

There are some school-based management strategies shown to be effective for ADHD students: behavioral classroom management and organizational training.

The behavioral classroom management approach encourages a student's positive behaviors in the classroom, through a reward systems or a daily report card, and discourages their negative behaviors. This teacher-led approach has been shown to influence student behavior in a constructive manner, increasing academic engagement. Although tested mostly in elementary schools, behavioral classroom management has been shown to work students of all ages.

Organizational training teaches children time management, planning skills, and ways to keep school materials organized in order to optimize student learning and reduce distractions. This management strategy has been tested with children and adolescents.

These two management strategies require trained staff-including teachers, counselors, or school psychologists-follow a specific plan to teach and support positive behavior.

The American Academy of Pediatrics (AAP) recommends that the school environment, program, or placement is a part of any ADHD treatment plan. AAP also recommends teacher-administered behavior therapy as a treatment for school-aged children with ADHD. You can talk to your child's healthcare provider and teachers about working together to support your child.

Special Education Services and Accommodations

Most children with ADHD receive some school services, such as special education services and accommodations. There are two laws that govern special services and accommodations for children with disabilities:

The Individuals with Disabilities Education Act (IDEA)

Section 504 of the Rehabilitation Act of 1973

The support a child with ADHD receives at school will depend on if they meet the eligibility requirements for one of two federal plans funded by IDEA and Section 504: an individualized education program (IEP) or a 504 Plan.

What are the main differences between the two Plans?

IEPs provide individualized special education services to meet the unique needs of the child.

A 504 Plan provides services and changes to the learning environment to meet the needs of the child as adequately as other students.
Learn more about IEP and 504 Plans [PDF - 2.75 MB]
Accommodations

IEP and 504 Plans can offer accommodations for students to help them manage their ADHD, including:

Extra time on tests;

Instruction and assignments tailored to the child;

Positive reinforcement and feedback;

Using technology to assist with tasks;

Allowing breaks or time to move around;

Changes to the environment to limit distraction; and

Extra help with staying organized.

There is limited information about which types of accommodations are effective for children with ADHD. However, there is evidence that setting clear expectations, providing immediate positive feedback, and communicating daily with parents through a daily report card can help.

What Teachers Can Do To Help

For teachers, helping children manage their ADHD symptoms can present a challenge. Most children with ADHD are not enrolled in special education classes, but do need extra assistance on a daily basis. The National Resource Center on ADHD provides information for teachers from experts on how to help students with ADHD.

Here are some tips for classroom success.

Communication

Give frequent feedback and attention to positive behavior;

Be sensitive to the influence of ADHD on emotions, such as self-esteem issues or difficulty regulating feelings;

Provide extra warnings before transitions and changes in routines; and

Understand that children with ADHD may become deeply absorbed in activities that interest them (hyper-focus) and may need extra assistance shifting their attention.

Assignments and Tasks

Make assignments clear-check with the student to see if they understand what they need to do;

Provide choices to show mastery (for example, let the student choose among written essay, oral report, online quiz, or hands-on project;

Make sure assignments are not long and repetitive. Shorter assignments that provide a little challenge without being too hard may work well;

Allow breaks-for children with ADHD, paying attention takes extra effort and can be very tiring;

Allow time to move and exercise;

Minimize distractions in the classroom; and

Use organizational tools, such as a homework folder, to limit the number of things the child has to track.

Develop a Plan That Fits the Child

Observe and talk with the student about what helps or distracts them (for example, fidget tools, limiting eye contact when listening, background music, or moving while learning can be beneficial or distracting depending on the child);

Communicate with parents on a regular basis; and

Involve the school counselor or psychologist.

Close collaboration between the school, parents, and healthcare providers will help ensure the child gets the right support.

Parent Education and Support

CDC funds the National Resource Center on ADHD (NRC), a program of Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD). The NRC provides resources, information, and advice for parents on how to help their child. Learn more about their services.

How to best advocate for your child

Understand your child's diagnosis, how it impacts their education, and what can be done at home to help.

Understand your child's IEP. If you have questions, don't be afraid to ask.

Speak with your child's teacher.

When possible, obtain written documentation from teachers, administrators, or other professionals working with your child.

Know your rights.

Play an active role in preparing your child's IEP or 504 Plan.

Keep careful records, including written documentation, communication between home and school, progress reports, and evaluations.

Try to maintain a good working relationship with the school while being a strong advocate for your child.

Communicate any concerns you may have about your child's progress or IEP or 504 Plan.

Encourage your child every day, and work with your child to create a system to help with homework and other school projects.

What every parent should know

More Information

Reference

1. Evans S, Owens J, Bunford N. Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology 2014;43(4):527-551 [Read overview]

2. DuPaul GJ, Chronis-Tuscano A, Danielson ML, Visser SN. Predictors of receipt of school services in a national sample of youth with ADHD. Journal of Attention Disorders Published online December 10, 2018. [Read summary]

3. Harrison JR, Bunford N, Evans SW, Owens JS. Educational accommodations for students with behavioral challenges: A systematic review of the literature. Review of Educational Research 2013;83(4):551-97.

4. Moore DA, Russell AE, Matthews J, Ford TJ, Rogers M, Ukoumunne OC, et al. School-based interventions for attention-deficit/hyperactivity disorder: A systematic review with multiple synthesis methods. Review of Education. Published online October 18, 2018.

5. https://chadd.org/for-parents/individuals-with-disabilities-education-act/

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To meet the needs of children with ADHD, schools may offer ADHD treatments, special education services, or accommodations to lessen the effect of ADHD on their learning.

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The Guidance Counselor's Office- can help to figure out if this stamina/attention deficit is happening at home or in scholastic environments only. Should be able to help push for an IEP if necessary.

IEP - can include an individualized plan with short breaks/walks that could help with focus.

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How to: Better Understand Needs and How to Meet Them At Home and At School

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How to: Better Understand Needs and How to Meet Them At Home and At School

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Children with Stamina and Attention variability seek change and high interest activities. Creating an active environment at home and in the classroom is beneficial. The power of choice is important. Driven by curiosity they have potential to be great learners if their inclines are channeled appropriately. Giving children choice of opportunities to lead and be responsible are key. Give children breaks and space to run and play. Hands on play is beneficial (Legos, paint, clay, pretend play). Offer words of encouragement more than words of disproval or punishment. Many children with this variability long for social/emotional connection, they want to please people (especially parents) and make them proud. Positive reinforcements encourage good behavior while too many negative reprimands can result in shutting down and giving up.

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How to: Create a Supportive Environment at Home With This Variability in Mind

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How to: Create a Supportive Environment at Home With This Variability in Mind

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Dr. Sydney S. Zentall, professor of Special Education at Purdue University, is an internationally known researcher in the education of children with ADHD. He focuses specifically on the preferences and responses of these students to specific learning conditions and environments and is the author of the book ADHD in Education.

How Do ADHD Children Learn Best?

According to Dr. Zentall, children with ADHD seek change/novelty and high-interest activities. They do best with an engaging active curriculum at school and an active home environment. Incorporating physical movement and motor activity throughout the day increases successes. When involved in a cognitive activity, children with ADHD often benefit from choices rather than solely adult-directed tasks. With their innate curiosity, these kids have a great potential for learning.

The trouble arises when a child with ADHD becomes bored. The longer they have to attend to a task, for example, or the longer they have to wait for their turn, the more stimulation they need. In addition to this need for stimulation, children with ADHD also have a need to feel competence, both academically and socially. They tend to do well with activities that involve some competition which enables others to see how well they are doing-earning rewards, badges, leadership opportunities or other symbols of achievement.

Social Needs and Challenges

Children with ADHD also benefit tremendously from social connections and relatedness to others. Social interactions are often their most important source of stimulation. If you are a teacher, your warm support and personal attention to these students are vital.

Kids with ADHD also enjoy producing emotional reactions in others. They may be drawn to the children at school who cause more trouble and they often look for or try to provoke an emotional reaction in order to feel more stimulation. Because a loud or angry response from an adult or peer tends to be reinforcing for many children with ADHD, when you must convey disapproval or reprimand a child with ADHD, a nonemotional, calm, and matter of fact response is best.

Creating an ADHD-Friendly Classroom

Dr. Zentall has developed a checklist for parents and teachers to utilize in order to help children with ADHD appropriately fulfill their need for stimulation and competence.

Goal 1 - Needs Stimulation (Movement and Choices)

Movement among centers and seats

Activity breaks

Active response tasks

Choice of tasks and reporting methods

Choice of jobs and responsibilities

Choice of learning groups

Goal 2 - Needs Competence

A. Academic Competence
1. Tasks

Reduced length (chapters)

Self-paced

Interests used in instruction

Color (overlays, markers, paper)

Relevant color used

Computers provided

Teach how to visually plan

Make global points and outlines

2. Settings

Interesting centers

Use of games in teaching

Animals present

Music available

Checklists, prompt cards used

Activities or toys for delay time

B. Social Competence

3 times more positives than negatives

Intense, emotional rewards

Private, firm, soft reprimands

Show personal interest in child

Peer activities with rules

Cooperation is taught and rewarded

Creating an ADHD-Friendly Home

Goal 1 - Needs Stimulation (Movement and Choices)

Available paths to run, trampolines, pools

Active responsibilities that are "helpful"

Available family activities (picnics, biking)

Choice of homework setting and task order

Choice of jobs and responsibilities

Choice of homework activity breaks

Goal 2 - Needs Competence

A. Academic Competence
1. Tasks

Flexible play materials (​Legos, paints)

Support for pretend play, journaling

Books selected for child's interest

Family conversations related to interests

Support for collections/hobbies

Computers provided

Teach how to visually plan

Reduce verbalizations to the child

2. Settings

Interesting homework settings

Use of games in getting tasks/jobs completed

Pets present

Music available during homework

Checklists, prompt cards used

Activities or toys for delay time

3 times more positive statements than negatives

Intense, emotional rewards

Private, firm, soft, nonemotional reprimands

Shows personal interest in child and child's friends

Friend activities with rules

Strict reasonable rules and manners are rewarded

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Tips for Creating ADHD-Settings at Home and at School

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Dr. Sydney S. Zentall, professor of Special Education at Purdue University, is an internationally known researcher in the education of children with ADHD. He focuses specifically on the preferences and responses of these students to specific learning conditions and environments and is the author of the book ADHD in Education.

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How Can a Parent or Educator Design and Support With This Variability in Mind? 

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How Can a Parent or Educator Design and Support With This Variability in Mind? 

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-The physical environment of the classroom (minimizing distracting displays
-Establishing predictable routines for students
-Organizing a lesson plan to minimize distractions
-Praise the student for good behavior more often then punishing for bad behavior
-Give opportunities for paired learning so students can look forward to collaboration
-Provide feedback in one on one settings to encourage good behavior and self esteem

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How to: Design With This Variability in Mind in the Classroom

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How to: Design With This Variability in Mind in the Classroom

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Classroom Management

Good classroom managers have efficient classrooms that meet the educational and psychological needs of their students. Classrooms are structured so that rules and routines are well known by the students and consistently followed. Transitions among lessons and activities are smooth. The teacher is able to give the impression that the he or she is aware of all activities by students in the classroom.Teachers with good classroom management skills meet the educational and personality needs of their students, regardless of their students' abilities and special needs. Student misbehavior especially misbehavior related to ADHD symptoms, can be prevented by careful attention to the following:

the physical environment of the classroom (including minimizing distracting classroom displays)

establishing and practicing with the students rules and procedures for routines and classroom tasks

organizing lesson plans and instruction in a way that minimizes interruptions

increasing teacher awareness in the classroom by letting students know you are aware of their actions at all times

Accommodations are intended to help students with ADHD learn the same information as other students. They are changes to the structures and/or the environment that provide support to help students access the curriculum. Accommodations work best when they are tailored for the individual needs of the student based on the severity and symptoms of their ADHD and any other co-occurring conditions. It is important to observe the student to see which accommodations are effective - and effectiveness of accommodations can change over time. Students can also be enlisted in figuring out what helps them the most. This will also ensure that the accommodations are seen as support instead of punishment. Teachers, parents, and students should partner together to address needs and supports.

The Diagnostic and Statistical Manual, Fifth Edition lists two categories of symptoms of ADHD-inattentive and hyperactive-impulsive. Students may have only one type, or they may have both types of symptoms. The accommodations that are appropriate for each student depend on the symptoms and on how much they impact the student.

Social Skills

Accommodating ADHD in the Classroom
ADHD: Inattentive Symptoms
Students with inattentive symptoms are easily distracted and have trouble focusing. Everything competes for their attention. They often struggle to follow through with instructions and have difficulty with organization.

To help students with managing inattentive symptoms, the following accommodations can be effective:

Seating the student in an area with fewer distractions where he or she can focus on the lesson. For example, near the teacher's desk, away from windows and the doorway, or in another area that has few distractions.

Seating the student next to positive role models, peers who are less likely to provide distractions and can help them stay on task.

Breaking long assignments into smaller parts. This allows students to see both the start and end of the task.

Making sure all assignments are clear and provided in writing in addition to giving them out loud.

Checking with the student before they complete an assignment to see if they heard and understood instructions. Ask them to repeat it back to verify understanding.

Allowing them to take tests in a different room, one that is quiet and has few distractions. Or using aids such as headphones or privacy boards to create quiet spaces in the classroom.

Giving more time to complete assignments, projects, and tests.

Using a timer or alarm to help with time management.

Providing breaks. Depending on the student, these could include stretching, walking to the board to complete a task, or handing out assignments or materials.

Limiting repetitive assignments, particularly those the students has already mastered, or tasks that are too far above the student's level. Students are most able to pay attention to tasks that present some challenge but are within their current learning zone.

Making sure that the student has the opportunity for physical activities because active movement increases the ability to focus. Recess should never be taken away as a punishment for misbehavior.

Providing tools to help with organization, such as different colored folders, a notebook with dividers, or a homework assignment book.

Using computers or tablets for work. Computers are visually stimulating and allow for more engagement and also help students organize their thoughts.

ADHD: Hyperactive-Impulsive Symptoms
Students with hyperactive-impulsive symptoms move a lot. They fidget, squirm, and have difficulty staying seated. They often talk excessively, blurt out answers, and have trouble taking turns.

To help students manage their hyperactive-impulsive symptoms, the following accommodations can be effective:

Seating the student in an area of the room where there will be the least disruption. This might be towards either side of the classroom rather than the center.

Allowing for the student to move around. You could allow the student to do their work while standing, sitting on the floor, or moving between desks.

Pairing the student with a peer who is a good role model and can model appropriate behavior.

Providing activity breaks. Depending on the student, these could include stretching, walking to the board to complete a task, or handing out assignments or materials.

Ignoring minor misbehavior.

Allowing the student to move or fidget in a non-distracting manner. They might tap their foot in the air or rotate their pen back and forth in their hands. Asking the student to offer suggestions is always a great way to get more ideas.

Allowing them to take tests in a different room. One that is quiet, has few distractions, and lets them move around without interrupting other students.

Praising when they exhibit appropriate behavior such as raising their hands and waiting to be called.

Limiting repetitive assignments, particularly those the students has already mastered, or tasks that are too far above the student's level. Fidgeting is often a symptom of boredom or overstimulation.

Making sure that the student has the opportunity for physical activities. Recess should never be taken away as a punishment for misbehavior.

Using a speaking stick or other object that gets passed around during class discussions as a cue to indicate whose turn it is to speak.

ADHD: combined symptoms
Many students with ADHD show a combination of inattention and hyperactive-impulsive behaviors. You can use a combination of accommodations from both lists. One of the best ways to identify which accommodations might work best is to observe the student's natural behavior.

Some sample behaviors and accommodations include:

Constantly moving in their seat

Try giving them options for how they can do their work and provide breaks.

Attention wavers, but when focused blurts out answers

Try consistent praise for raising their hands and seating them in an area with minimal distractions.

Has trouble completing assignments and tests in the allotted time because of distractions

Try an alternative test setting or breaking up assignments and tests into smaller sections. Allow extra time to complete tests.

Taps a pen constantly that is distracting to other students

Let the student know privately that tapping their pen is a distraction. Ask them if they have other suggestion for how they could focus. You might offer that they could wave their pen in the air, wiggle it between their fingers, or replace the pen with a soft object to tap that won't make noise.

References
Barkley, R. (2008). Classroom Accommodations for Children with ADHD. ADHD Report.

Dendy, C., Durheim, M., & Ellison, A. (2006). CHADD Educator's Manual. Lynchburg, VA: Progress Printing.

Parker, H. (2012). Accommodations Help Students with Attention Deficit Disorders. A.D.D. WareHouse.

Zentall, S. (2006). ADHD and Education Foundations, Characteristics, Methods, and Collaboration. Upper Saddle River, NJ: Pearson Education.

Chaban, P., McAuley, T., & Tannock, R. (2009). ADHD and Social-Emotional Abilities. www.AboutKidsHealth.ca.

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Classroom Management Good classroom managers have efficient classrooms that meet the educational and psychological needs of their students. Classrooms are structured so that rules and routines are well known by the students and consistently followed. Transitions among lessons and activities are smooth. The teacher is able to give the impression that the he or she...

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Facilitate a Positive Learning Environment 

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Facilitate a Positive Learning Environment 

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Teach, show, and support appropriate behavior

-Encourage and reassure students. Let them know they are succeeding.

-Promote self awareness in students. Ask them to describe problems, ask them why they think this is happening and how they could change their behavior.

-Provide opportunities for students to be seen in a positive light. Place them in a leadership role or have them help you with a task

-Seat children who have stamina and attention variability in areas with minimal distractions, like near the teacher or away from a window

-Seat children near children who are positive role models and remain on task most of the time

-Before the student completes the assignment, check in with them to make sure they understand the task

-Limit repetitive assignments so student doesn’t feel bored or like they already mastered it

-Provide tools that aid organization, like color coded folders or a planner

-Using computers or tablets for work can help engage and organize students

-Allow the student to move around if they wish, provide activity breaks

-Allow tests to be taken in a more quiet place, like a different room or the hallway