# data[].attributes.attachment_link.readable_text
What Is ADHD?

ADHD stands for attention deficit hyperactivity disorder. It is a medical condition. A person with ADHD has differences in brain development and brain activity that affect attention, the ability to sit still, and self-control. ADHD can affect a child at school, at home, and in friendships.

What Are the Signs of ADHD?

All kids struggle at times to pay attention, listen and follow directions, sit still, or wait their turn. But for kids with ADHD, the struggles are harder and happen more often.

Kids with ADHD can show signs in any or all these areas:

Inattentive. Kids who are inattentive (easily distracted) have trouble focusing their attention, concentrating, and staying on task. They may not listen well to directions, may miss important details, and may not finish what they start. They may daydream or dawdle too much. They may seem absent-minded or forgetful, and lose track of their things.

Hyperactive. Kids who are hyperactive are fidgety, restless, and easily bored. They may have trouble sitting still, or staying quiet when needed. They may rush through things and make careless mistakes. They may climb, jump, or roughhouse when they shouldn't. Without meaning to, they may act in ways that disrupt others.

Impulsive. Kids who are impulsive act too quickly before thinking. They often interrupt, might push or grab, and find it hard to wait. They may do things without asking for permission, take things that aren't theirs, or act in ways that are risky. They may have emotional reactions that seem too intense for the situation.

Sometimes parents and teachers notice signs of ADHD when a child is very young. But it's normal for little kids to be distracted, restless, impatient, or impulsive - these things don't always mean that a child has ADHD.

Attention, activity, and self-control develop little by little, as children grow. Kids learn these skills with help from parents and teachers. But some kids don't get much better at paying attention, settling down, listening, or waiting. When these things continue and begin to cause problems at school, home, and with friends, it may be ADHD.

What Causes ADHD?

It's not clear what causes the brain differences of ADHD. There's strong evidence that ADHD is mostly inherited. Many kids who have ADHD have a parent or relative with it. Kids also can be more at risk for it if they were born early, are exposed to environmental toxins, or their mothers used drugs during pregnancy.

ADHD is not caused by too much screen time, poor parenting, or eating too much sugar.

How Is ADHD Diagnosed?

If you think your child has ADHD, make an appointment with your child's doctor. They will do a checkup, including a vision and hearing check, to be sure something else isn't causing the symptoms.

To diagnose ADHD, doctors start by asking about a child's health, behavior, and activity. They talk with parents and kids about the things they have noticed. Your doctor might ask you to complete checklists about your child's behavior, and might ask you to give your child's teacher a checklist too.

After gettng this information, doctors diagnose ADHD if it's clear that:

A child's trouble with paying attention, hyperactivity, or impulsivity go beyond what's usual for their age.

The behaviors have been going on since the child was young.

The behaviors affect the child at school and at home.

A health check shows that another health or learning issue isn't causing the problems.

Many kids with ADHD also have learning problems, oppositional and defiant behaviors, or mood and anxiety problems. Doctors usually treat these along with the ADHD.

The doctor can refer you to a child psychologist or psychiatrist, if needed.

How Is ADHD Treated?

Treatment for ADHD usually includes:

Medicine. This activates the brain's ability to pay attention, slow down, and use more self-control.

Behavior therapy. Therapists can help kids develop the social, emotional, and planning skills that are lagging with ADHD.

Parent coaching. Through coaching, parents learn the best ways to respond to behavior problems that are part of ADHD.

School support. Teachers can help kids with ADHD do well and enjoy school more.

The right treatment helps ADHD improve. Parents and teachers can teach younger kids to get better at managing their attention, behavior, and emotions. As they grow older, kids should learn to improve their own attention and self-control.

When ADHD is not treated, it can be hard for kids to succeed. This may lead to low self-esteem, depression, oppositional behavior, school failure, risk-taking behavior, or family conflict.

How Can Parents Help?

If your child is diagnosed with ADHD:

Be involved. Learn all you can about ADHD. Follow the treatment your child's health care provider recommends. Go to all recommended therapy visits.

Give medicines safely. If your child is taking ADHD medicine, always give it at the recommended time and dose. Keep medicines in a safe place.

Work with your child's school. Ask teachers if your child should have an IEP or 504 plan. Meet often with teachers to find out how your child is doing. Work together to help your child do well

Parent with purpose and warmth. Learn what parenting approaches are best for a child with ADHD - and which can make ADHD worse. Talk openly and supportively about ADHD with your child. Focus on your child's strengths and positive qualities.

Connect with others for support and awareness. Join a support group like CHADD for ADHD to get updates on treatment and other information.

ADHD can improve when kids get treatment, eat healthy food, get enough sleep and exercise, and have supportive parents who know how to respond to ADHD.

# data[].attributes.attachment_link.description
ADHD is a common medical condition that can affect kids at school, at home, and in friendships. Learn more about ADHD and how to help kids get the best diagnosis and care.

# data[].attributes.attachment_link.description
ADHD treatment recommendations vary by age group.

# data[].attributes.attachment_link.readable_text
There is no typical teenager with ADHD. Symptoms and impairments vary by gender, by what type of ADHD they have, by the environment they're in, and by their individual strengths and any other disorder they might have.

Overall, teens with ADHD tend to display fewer of the hyperactivity symptoms we associate with ADHD in children. That's the good news.

But once kids get to high school, the expectations for them, both academically and socially, are greatly increased, and that can be tough on teenagers with ADHD.

Developmentally, teenagers are expected to be able to handle more autonomy: less structure in their school and home lives and less teacher and parental oversight.

Think of it as a chart with the line for structure and supervision heading down, and the line for demands and expectation going up. The lines cross in adolescence, and as the gap widens, the challenges for kids with ADHD mount. In addition, adolescents are more susceptible to peer group influence, which becomes more powerful in the teenage years, as kids gradually separate from their parents and other authority figures.

If your child has ADHD, it's important to be alert for struggles in many areas, not just their functioning in school. You also want to keep an eye open for difficulties in relationships with friends, emotional functioning, driving, and risky behaviors. We'll take these areas one at a time.

Without support, teenagers with ADHD tend to have lower grade point averages and scores on standardized achievement tests, and higher rates of school failure and suspension for problem behavior. Even if hyperactivity and impulsivity are not significant issues for your teen, symptoms associated with inattention and difficulty with organization can take a big toll once academic expectations are ramped up.

How you can help: Make sure your teenager has access to accommodations in school and in testing if they need them. Tutors or homework helpers can help them if they are struggling with particular academic material, or just with the self-discipline to apply themselves to homework. Helping them get (and stay) organized can be critical, whether you do it by creating structure for working at home, or get them an organizational coach, whose mission is to help them learn to organize themselves.

Above all, teenagers with ADHD need parents to stay in the picture and know what they need to do and when they're doing it, rather than assuming they are handling the work independently.

About half of adolescents with ADHD have serious problems with peer relationships. Research shows that they tend to have fewer reciprocal friendships, and are more likely to be ignored or rejected by peers. They're also more likely to be the victim of bullying, or to bully others. It may be due to impaired social and communication skills-they may not listen to friends, fail to pick up on important social cues, or act impulsively or intrusively.

How you can help: The most important thing you can do is know who your teen is spending time with, and try to encourage them to discuss friendship and relationship difficulties with you or another trusted adult. It's also important to encourage participation in extracurricular activities, which offer social opportunities in a structured environment. If you see them seriously struggling to make, and keep, friends, you might want to find a therapist who teaches social skills.

The teenage years tend to be an emotional rollercoaster for all kids, but those with ADHD are prone to poor emotion-regulation, which may result in greater highs and lows. Their emotional impulsivity can make it especially difficult for them to cope with frustration. It can be tough on them, and those around them.

How you can help: One thing you can do is to help your teen practice cool down strategies and develop coping tools. You can also talk to them about the value of apologizing after they have lost their temper. For kids with ADHD who are having serious problems with volatility, cognitive behavioral therapy can be effective.

Research shows that teenagers with ADHD tend to start using cigarettes, alcohol and illicit drugs earlier than typical kids. Later, they tend to have higher rates of smoking and substance use, and higher rates of alcohol-related problems. They also tend to become sexually active earlier, be more likely to have unsafe sex, and have higher rates of sexually transmitted disease.

How you can help: It's especially important for parents to know where your teen is and who they are with at all times. Encourage participation in extracurricular activities to minimize unstructured and unsupervised free time. Teach your teen about the risks associated with substance use and sexual activity, and encourage them to have an open dialogue with you about these issues. You want them to know what your rules and expectations are, but you also want them to feel comfortable coming to you with questions or calling you if they find themselves in a problematic situation.

Teenagers with ADHD may have challenges behind the wheel because of inattention or impulsivity. Research shows that they have higher rates of traffic tickets and accidents, and the accidents they have tend to be more serious than average.

How you can help: It's very important to take extra care in teaching teenagers with ADHD to drive. In some cases it may be wise to consider delaying the age when your teen beings driving, and to limit how and when they can drive (and who can be in the car with them) until you are confident that their skill and judgment are sufficiently mature. If your child takes medication for ADHD, it may be important to make sure they are taking medication when they're behind the wheel. You should make sure they're aware of the difficulties associated with driving and ADHD, and recognizes the importance of monitoring their own behavior to make sure they're a safe driver.

# data[].attributes.attachment_link.title
ADHD in Teenagers - Child Mind Institute

# data[].attributes.attachment_link.description
There is no typical teenager with ADHD. Symptoms and impairments vary by gender, by what type of ADHD they have, by the environment they're in, and by their individual strengths and any other disorder they might have. Overall, teens with ADHD tend to display fewer of the hyperactivity symptoms we associate with ADHD in children.

# data[].attributes.attachment_link.readable_text
Many children with ADHD show signs of the disorder before they reach school age. But it's in school, when they are having trouble meeting expectations for kids in their grade, that most are referred for diagnosis.

ADHD is one of the first things that's suspected when a child's behavior in class, or performance on schoolwork, is problematic. A child who can't seem to sit still, who blurts out answers in class without raising his hand, who doesn't finish his homework, who seems to be daydreaming when the teacher gives instructions-these are well-known symptoms of ADHD.

But these are also behaviors that can be a result of other factors, from anxiety to trauma to just being younger than most of the kids in the class, and hence a little less mature.

That's why it's important for teachers and parents both to be aware of what ADHD looks like in the classroom, and how it might be confused with other things that could be influencing a child's behavior. Observing kids carefully is especially important when kids are too young to be able to articulate what they are feeling. And referring struggling kids for diagnosis and appropriate support can help them succeed in school and other parts of their lives, too.

There are three kinds of behavior involved in ADHD: inattention, hyperactivity and impulsivity. Of course all young children occasionally have trouble paying attention to teachers and parents, staying in their seats, and waiting their turn. Kids should only be diagnosed with ADHD if their behavior is much more extreme in these areas than other kids their age.

These symptoms of ADHD are divided into two groups-inattentive and hyperactive-impulsive. Some children exhibit mostly inattentive behaviors and others predominantly hyperactive-impulsive. But the majority of those with ADHD have a combination of both, which may make it very difficult for them to function in school.

Here are behaviors you might observe in school in those two categories.

Inattentive symptoms of ADHD

Makes careless mistakes in school work, overlooks details

Is easily distracted or sidetracked

Has difficulty following instructions

Doesn't seem to be listening when spoken to directly

Has trouble organizing tasks and possessions

Often fails to finish work in school or chores in the classroom

Often avoids or resists tasks that require sustained mental effort, including doing homework

Often loses homework assignments, books, jackets, backpacks, sports equipment

Hyperactive or impulsive symptoms of ADHD

Often fidgets or squirms

Has trouble staying in his seat

Runs and climbs where it's inappropriate

Has trouble playing quietly

Is extremely impatient, can't wait for his turn

Always seems to be "on the go" or "driven by a motor"

Talks excessively

Blurts out answers before a question is completed

Interrupts or intrudes on others conversations, activities, possessions

Serious impairment

It's important to keep in mind that not every high-energy or impulsive child has ADHD. Children are diagnosed with ADHD only if they demonstrate these symptoms so often that they are causing real difficulty in at least two settings-i.e. at school and at home. And the pattern that's causing them serious impairment must persist for at least 6 months.

It's also important, when considering a child's behavior, to compare it to other children the same age-not to the range of kids in his class or grade. Within any given grade, kids' ages can differ by almost a year, and a year can make a big difference in a child's ability to self-regulate.

Two studies in the last few years concluded that kids who are youngest in their class are disproportionately diagnosed with ADHD. A Michigan study found that kindergarteners who are the youngest in their grade are 60% more likely to be diagnosed with ADHD than the oldest in their grade. And it doesn't affect just kindergarteners: a North Carolina study found that in fifth and eighth grade, the youngest children were almost twice as likely as the oldest to be prescribed medication for ADHD.

When children exhibit behaviors that we associate with ADHD, it's important to keep in mind that they could be caused by other underlying factors. A child who is inattentive could be distracted by chronic anxiety, by a worrisome or painful situation at home, or because she's being bullied in the playground. These are all things a child might be embarrassed by and go to some lengths to keep secret.

Another thing children often hide is undiagnosed learning disorders. If a child is fidgeting when she's supposed to be reading, it may be that dyslexia is causing her great frustration. And if she bolts from her chair, it could be because she is ashamed that she doesn't seem to be able to do what the other kids can do, and intent on covering that fact up.

The stereotype of ADHD is boys disrupting the classroom by jumping up from their seats, getting in other kids' business, or blurting out answers without raising their hands. But girls get ADHD too, and they tend to be diagnosed much later because their symptoms are more subtle. More of them have the only inattentive symptoms of ADHD, and they get written off as dreamy or ditzy. If they have the hyperactive-impulsive symptoms they are more likely to be seen as pushy, hyper-talkative, or overemotional. Impulsive girls may have trouble being socially appropriate and struggle to make and keep friends.

But a big reason that many girls aren't diagnosed is that they knock themselves out to compensate for their weaknesses and hide their embarrassment about falling behind, losing things, feeling clueless. The growing awareness, as they get older, that they have to work much harder than their peers without ADHD to accomplish the same thing is very damaging to their self-esteem. Girls who are chronically hard on themselves about their lapses may be struggling with thoughts that they're stupid or broken.

Keeping a keen eye on kids' behavior in the classroom is important not just because it affects their learning-and potentially the ability of other kids in the class to learn-but also because it's a window into their social and emotional development. When kids are failing or struggling in school for an extended period of time, or acting out in frustration, without getting help, it can lead to a pattern of dysfunctional behavior that gets harder and harder to break.

That's why it's important for parents to get a good diagnosis from a mental health professional who takes the time to carefully consider the pattern of a child's behavior and what it might (and might not) indicate. Being not only caring but precise about defining and treating a child's problems when he is young pays off many times over in the long run.

# data[].attributes.attachment_link.title
What's ADHD (and What's Not) in the Classroom - Child Mind Institute

# data[].attributes.attachment_link.description
Learn what is ADHD in the classroom and what's not. Child Mind Institute explains that some of the symptoms of ADHD in children may be signs of other mental health problems.

# data[].attributes.attachment_link.readable_text
Students with ADHD have difficulty with attention and self-control. And at school, that can look like inattention, distractibility, hyperactivity, impulsivity, and disorganization - all of which can get in the way of learning. What classroom accommodations can help students with ADHD? Here are some strategies teachers can try.

Setting up the classroom environment

Use flexible seating, like wiggle chairs, standing desks, footrests, seat cushions, or resistance bands on chair legs.

Increase the space between desks or work tables (if social distancing guidelines aren't already in place).

Designate a quiet work space in the classroom.

Set up preferential seating close to the teacher and/or away from high-traffic areas.

Post a written schedule for daily routines and rules. When possible, let the student know ahead of time about schedule changes.

Building organization skills

Use an assignment notebook or an electronic calendar.

Provide an extra set of books to keep at home.

Provide folders and baskets of supplies to keep desk organized.

Color-code materials for each subject.

Provide typed notes or an outline of the lesson to help with taking notes.

Teach note-taking strategies, like using graphic organizers and mind-mapping software.

Have a buddy take notes for the student.

Give directions out loud and in writing, and have the student repeat them.

Provide a lesson outline that details instructions and assignments.

Keep instructions simple, clear, and concrete.

Use pictures and graphs to help create visual interest.

Provide a rubric that describes the elements of a successfully completed assignment.

Help the student break long assignments into smaller chunks.

Completing tests and assignments

Allow understanding to be demonstrated in different ways, like oral reports, posters, and video presentations.

Provide different ways to respond to test questions, like saying the answers or circling them.

Minimize the number of questions and problems per worksheet.

Schedule frequent short quizzes, rather than one long test at the end of each unit.

Give credit for work done instead of taking away points for late or partial assignments (with a plan for moving toward completing assignments).

Grade for content, not for neatness.

Give extra time and quieter space for work and tests.

Use a behavior plan with a reward system.

Use a nonverbal signal (like a sticky note on the desk or a hand on a shoulder) to get the student's attention and indicate the need for things like taking a brain break.

Talk through behavior problems one-on-one.

Check in frequently to monitor the student's "emotional temperature" or frustration level.

Do you have a student who you think has difficulty with attention and self-control? See a fact sheet about ADHD.

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

Reviewed by

Reviewed by

Ginny Osewalt is a dually certified elementary and special education teacher with more than 15 years of experience in general education, inclusion, resource room, and self-contained settings.

# data[].attributes.attachment_link.description
What types of accommodations can help students with ADD and ADHD? Here are some classroom accommodations to talk over with your child's school.

# data[].attributes.headline
Psychology Behind Accommodations for Students with ADHD

# data[].attributes.subject
Psychology Behind Accommodations for Students with ADHD

# data[].attributes.attachment_link.title
10 Essential Classroom Accommodations for ADHD

# data[].attributes.attachment_link.description
Go to that Individualized Education Program meeting prepared.

# data[].attributes.headline
How to Support Students with ADHD as Teachers

# data[].attributes.subject
How to Support Students with ADHD as Teachers

# data[].attributes.attachment_link.readable_text
Students with ADHD can have a hard time focusing in class. They might also have trouble remembering directions or act impulsively even if they know the rules. But there are teaching strategies you can use to help students with ADHD - and all students - thrive in your classroom.

Here are eight teaching strategies to try.

1. Give transition warnings.

ADHD can make it hard for students to transition from one activity to another. Giving advance notice can help students switch gears and be prepared for what's next.

One way to do this is by using nonverbal signals. As one example, you can tell students you'll tap on their desk as a sign that you'll call on them next.

Learn more about nonverbal signals.

2. Give feedback with respectful redirection.

Since kids with ADHD can have trouble managing emotions, it helps to give feedback that's immediate, calm, and concise.

Respectful redirection is a positive behavior strategy you can use to give in-the-moment feedback without making a big deal of it. Address the issue with the student as quickly and as privately as possible.

Learn how to use respectful redirection.

3. Break directions into chunks.

Students with ADHD can have trouble following multi-step directions. One way to help is to break down directions into manageable chunks. This may take a little more of your time at the start of an activity. But it will save you and your students time, confusion, and frustration in the end.

Imagine that you're giving students class time to work on ongoing art projects. First, you could review the purpose of the project. Then go over the materials list and give students time to take them out. Once you've checked that all students have their materials, give clear instructions for how to continue working on the project.

Share with families how they can break down assignments at home.

4. Set a timer.

Knowing there's a limit to how long an activity will last can make it easier for students with ADHD to stay engaged. You can use a timer to show the time left in an activity or how much time until a break. Timers can also warn students about transitions.

Try projecting a physical timer on your document camera. Or use one of the many free classroom timers you can find online.

Keep in mind that timers can make some students nervous. If you have anxious students, try a different strategy.

5. Use checklists and schedules.

Time management and organization can be challenging for students with ADHD. They may have a hard time getting to class or finishing tasks on time. Or they may have trouble finding materials in their backpacks, lockers, or desks.

Schedules and checklists can help students get organized. You can also send home these organization printables so families can help their kids get organized.

6. Take brain breaks.

Sitting still for long periods of time can be hard for students with ADHD. Brain breaks can help by switching up what they're doing for a few minutes.

Brain breaks are quick, structured breaks using physical movement, mindfulness exercises, or sensory activities. Movement breaks like stretching give students a chance to get up and move around. Relaxing brain breaks like deep breathing can help calm students and allow their minds to settle enough to shift focus.

Explore different kinds of brain breaks.

7. Use wait time.

Students with ADHD sometimes rush to answer a question or say the very first thing that comes to mind. Wait time, or "think time," is a strategy that helps students with ADHD and those who need more time to process information.

With wait time, you ask a question and then pause for three to seven seconds before taking responses. This pause helps students think about their answers before sharing. And when students see that wait time is a part of your routine, they'll know they don't have to rush to give a response.

8. Teach with empathy.

Remember, students with ADHD don't mean to misbehave or get distracted. They're often trying as hard as they can to pay attention or stay organized. But ADHD can make it harder for them. When you keep this in mind and approach your students with empathy, you can help them feel understood and supported.

Learn more about teaching with empathy.

# data[].attributes.attachment_link.description
How can teachers support students with ADHD? Try these ADHD teaching strategies and tips to help students focus and follow directions. They're good for kids with ADHD but can benefit all students.

# data[].attributes.headline
Strategies to Support Students with ADHD

# data[].attributes.subject
Strategies to Support Students with ADHD

# data[].attributes.attachment_link.readable_text
All students experience challenges with concentration, sitting still and following directions in class but for students with Attention Deficit Hyperactivity Disorder (ADHD), these challenges can be much more frequent and have a significant impact on their learning. Their difficulties with inattention, hyperactivity and/or impulsivity means that students with ADHD may find tasks that require sustained effort, organisation and self-regulation more challenging than their peers.

When students with ADHD aren't able to achieve the same results as their peers in the classroom, they may become overwhelmed, impatient or frustrated, which can lead to disruptive behaviours such as talking out of turn or moving around without permission. It is important to recognise that these behaviours aren't an act of defiance, but a sign that your student may need additional supports or strategies put in place.

While children with ADHD can have difficulty concentrating during classroom discussions or activities, they have strengths in other areas such as creative thinking, problem-solving, hands-on working and the ability to hyper-focus on topics that interest them. By adapting your teaching methods and lesson structure to work with their strengths, you will give them the best opportunity to learn with their peers. Making these small adjustments can benefit all students, not just those with ADHD. Here are some simple strategies you can implement in the classroom that will help students with ADHD thrive.

Strategies to Help Students With ADHD in the Classroom

Set clear rules

When communicating classroom rules, keep language positive by telling students what they should do rather than what they should not do. Instead of saying: "No loud talking", try saying, "Sit down and work quietly".

Establish a classroom routine

Children with ADHD thrive in familiar and structured environments so a daily classroom routine can help students feel more prepared for the lesson ahead and give them more opportunity to concentrate on each task.

Use visual aids

Students with ADHD are sensory learners and tend to respond well to visual cues. When delivering information, consider ways that you can include pictures, colours, videos and charts in your classroom to help students with ADHD more easily absorb new information. Displaying key points on the board can help to remind students of what they are meant to be focusing on.

Minimise distractions

Minimising distractions and disruptions is crucial to helping students with ADHD stay focused in class. Seating students toward the front of the classroom and away from doors can remove potential distractions from movement inside and outside the classroom.

Simplify tasks and instructions

Breaking down tasks into smaller steps gives students a series of goals to work towards, which can help to make work feel more achievable. When students with ADHD feel accomplished, they are more likely to show interest in their learning.

Allow for breaks and movement

Sitting still is a challenge for students with ADHD and may act as a barrier to their learning. Make time for regular breaks for the entire class to stretch and move between classroom activities to give students with ADHD the opportunity to regulate and refocus. Be mindful that some students may find it difficult to refocus after a break so explore what works for your students.

Where possible, try to incorporate movement into learning activities to keep students engaged. If you notice a student beginning to fidget, try assigning them a small task that requires moving around the classroom. This could be handing out worksheets, getting up to put away resources or helping you write on the board.

Keep feedback positive

Students with ADHD may respond better to receiving regular, positive reinforcement rather than being consistently reprimanded. Recognising their achievements, even the small ones, can help to keep them motivated. It is important to ensure that praise is also given in front of their peers.

Try not to correct or reprimand too quickly. If your student makes a mistake, use the sandwich approach to give them constructive criticism. Start by recognising what they have done well, then offer suggestions for improvement and end by reinforcing what they are doing well. Use their mistakes as an opportunity to help them learn by asking them questions such as, "Does that sound like the right answer?" or "Is that a good way or a bad way to talk in class?"

Structuring Lessons to Support Students With ADHD

Starting the lesson

Capture students' attention with a visual and/or aural cue to indicate that the lesson is starting, and they are expected to listen.

List the lesson plan on the board in simple steps for students to refer back to throughout the lesson.

Clearly tell students what they will be learning and what they will need to participate in the lesson.

During the lesson

Alternate between activities that capture different levels of interest to help students with ADHD stay focused and engaged in the classroom. Consider delivering high-concentration tasks earlier in the lesson or at a time you have identified as their best time of 'alertness'. This is when they are most likely to maintain focus and retain information.

Students with ADHD may find it difficult to move from one task to the next. You can help them transition by letting the class know a few minutes before you are about to start a new activity.

Finishing the lesson

Capture students' attention and summarise what has been covered during the lesson.

If there is homework, write it on the board and have the class repeat the task and/or document it before leaving the classroom for the day.

Making some small changes to the way you approach activities or structure lessons will not just make a significant difference for students with ADHD, but can help to support other students in your class to concentrate and perform their best.

For more great strategies to empower your students to learn and reach their potential, check out our Professional Development webinars and workshops.

Resources
Department of Education, South Australia: Supporting children and students with ADHD Department of Education and Training, Victoria: Tips for Managing ADHD in the Classroom All Play Learn: Primary School Teacher Strategies for ADHD Royal Children's Hospital Melbourne: ADHD - ways to help children at school and home

# data[].attributes.attachment_link.title
Strategies to Support ADHD in the Classroom - Learning Links

# data[].attributes.attachment_link.description
Classroom adjustments to help students with ADHD reach their full learning potential. Here are some simple strategies for teachers to try.

# data[].attributes.headline
What to Know as a Parent to a Child with ADHD

# data[].attributes.subject
What to Know as a Parent to a Child with ADHD

# data[].attributes.attachment_link.readable_text
Listen

Play Stop Volume mp3 Settings Close Player

Larger text size Large text size Regular text size

How ADHD Affects Kids

ADHD causes kids to be more inattentive, hyperactive, and impulsive than is normal for their age. ADHD makes it harder for kids to develop the skills that control attention, behavior, emotions, and activity. As a result, they often act in ways that are hard for parents manage.

For example, because they are inattentive, kids with ADHD may:

seem distracted

seem not to listen

have trouble paying attention

not follow directions well

need many reminders to do things

show poor effort in schoolwork

have trouble getting organized

Because they are hyperactive, kids with ADHD may:

climb, jump, or roughhouse when it's time to play quietly

fidget and seem unable to sit still

rush instead of take their time

make careless mistakes

be on the go (constantly in motion)

Because they are impulsive, kids with ADHD may:

interrupt a lot

blurt out

do things without thinking

do things they shouldn't, even though they know better

have trouble waiting, taking turns, or sharing

have emotional outbursts, lose their temper, or lack self-control

At first, parents might not realize that these behaviors are part of ADHD. It may seem like a child is just misbehaving. ADHD can leave parents feeling stressed, frustrated, or disrespected.

Parents may feel embarrassed about what others think of their child's behavior. They may wonder if they did something to cause it. But for kids with ADHD, the skills that control attention, behavior, and activity don't come naturally.

When parents learn about ADHD and which parenting approaches work best, they can help kids improve and do well.

How Parents Can Help?

Parenting is as important as any other part of ADHD treatment. The way parents respond can make ADHD better - or worse.

If your child has been diagnosed with ADHD:

Be involved. Learn all you can about ADHD. Follow the treatment your child's health care provider recommends. Go to all recommended therapy visits. If your child takes ADHD medicines, give them at the recommended time. Don't change the dose without checking with your doctor. Keep your child's medicines in a safe place where others can't get to them.

Know how ADHD affects your child. Every child is different. Identify the problems your child has because of ADHD. Some kids need to get better at paying attention and listening. Others need to get better at slowing down. Ask your child's therapist for tips and ways you can help your child practice and improve.

Focus on teaching your child one thing at a time. Don't try to work on everything at once. Start small. Pick one thing to focus on. Praise your child's effort.

Work with your child's school. Talk with your child's teacher to find out if your child should have an IEP or 504 plan. Meet often with teachers to find out how your child is doing. Work with the teacher to help your child do well.

Connect with others for support and awareness. Join a support organization for ADHD like CHADD to get updates on treatment and info, etc.

Find out if you have ADHD. ADHD often runs in families. Parents (or other relatives) of kids with ADHD might not know they have it too. When parents with ADHD get diagnosed and treated, it helps them be at their best as parents.

Discipline with purpose and warmth. Learn what discipline approaches are best for a child with ADHD and which can make ADHD worse. Get coaching from your child's therapist on ways to respond to your child's behaviors. Kids with ADHD might be sensitive to criticism. Correcting their behavior is best done in a way that's encouraging and supportive rather than punishing.

Set clear expectations. Before you go somewhere, talk with your child to explain how you want them to behave. Focus more energy on teaching your child what to do, rather than reacting to what not to do.

Talk about it. Don't shy away from talking with your child about ADHD. Help kids understand that having ADHD is not their fault, and that they can learn ways to improve the problems it causes.

Spend special time together every day. Make time to talk and enjoy relaxing, fun activities with your child - even if it's just for a few minutes. Give your child your full attention. Compliment positive behaviors. Don't over-praise, but do comment when your child does something good. For example, when your child waits their turn, say, "You're taking turns so nicely."

Your relationship with your child matters most. Kids with ADHD often feel they're letting others down, doing things wrong, or not being "good." Protect your child's self-esteem by being patient, understanding, and accepting. Let your child know you believe in them and see all the good things about them. Build resilience by keeping your relationship with your child positive and loving.

More on this topic
For Parents

More on this topic
For Kids

More on this topic
For Teens

View more

# data[].attributes.attachment_link.title
Parenting a Child With ADHD (for Parents)

# data[].attributes.attachment_link.description
Parenting is as important as any other part of ADHD treatment. The way parents respond can make ADHD better (or worse). This article has parenting tips to help kids improve and do well.

# data[].attributes.attachment_link.readable_text
Attention Magazine June 2023
E xplaining ADHD to anyone is complicated, never mind a young child! For starters, attention deficit hyperactivity disorder:

is not actually a deficit in attention,

does not always involve hyperactivity, and

does not lead to disorder in every environment.

Phew!

ADHD may be better explained as a pattern of difficulties with self-regulation. These may include difficulties with regulating attention (as opposed to a lack of attention), emotions, and behavior, which can cause significant challenges in certain environments-most notably, school.

However, we also know that kids with ADHD each have their own profile of strengths, and these strengths can become their "superpowers." These may include hyperfocus, creativity, experiential memory, passion, enthusiasm, and humor, to name a few.

When we sit down to talk to a child about ADHD, it's critical that we present the whole picture.

It's too simplistic-and just not accurate-to say that ADHD means you have trouble with attention.

Rather, ADHD is a pattern of strengths and challenges that make some environments easy to navigate and others much more challenging. In fact, sometimes, the same characteristic that leads to challenges in one setting can make kids shine in another.

This article will walk you through the steps for helping your child create a positive and empowering narrative about what ADHD means for them.

What's Their Problem?
To help explain ADHD to children in a positive and empowering way, I've found it most helpful to start with a problem that the child wants to solve, using their words.

To do this, you might think about something that has been difficult for your child recently, and how they would describe it. This may be different from how we as adults describe the problem.

This wording is important to make sure your child does not feel accused or shamed as we start our conversation.

Here are a few ways adults and kids may differ in the way they describe common challenges for ADHD brains.

My child can't pay attention.

It's so boring!
They're distracting me!

My child is so impulsive.

I'm so embarrassed.
I always get blamed for things.

My child has poor executive functioning skills.

I can't find anything!
I don't know what to write.

My child rushes through work.

This takes too long!

My child has poor working memory.

There are too many steps!
Why do I keep forgetting everything?

Now you can use their "problem" to introduce the conversation. It may sound something like this:

You know how you were saying [problem]?

I learned some things that might help us understand why that has been so tricky.

Can I share with you what I learned?

Here's an example:

You know how you were saying that you keep forgetting what's due when?

I was talking to Dr. Liz, and I learned some things that might help us understand why it's been so tricky.

Can I share what I learned?"

By using this phrasing, you are:

Making the conversation relevant to the child

Giving them hope that you'll be able to help them solve a real problem

Empowering them with choice and agency in having this vulnerable conversation

Identifying ADHD Strengths
The next step is sharing the child's strengths. Using the "brain-building" construction metaphor that I tend to reference most, this may sound like:
"I learned that your brain is built in a way that makes a lot of things come easily! These are like the super-fast highways in your brain."
While every child will have a different list, here are a few common strengths, or "highways," that may be true for your child's ADHD brain:

Coming up with creative ideas for writing or storytelling

Remembering experiences

Doing better as things get harder

Making people laugh

Taking in a lot of information at once

Jumping into new experiences

Focusing intensely on things you enjoy

Which ones are true for your child? Take a second to jot them down-we'll use them later.

It's important to note that these highways are not in spite of ADHD-in fact, many ADHDers think of them as the benefits of their ADHD brain.

Naming ADHD Challenges
The next piece is to name the challenges your child faces.

You've just made a list of how awesome your child is-but their experience is not always that awesome. Naming challenges validates your child's experience in a world that may not be supporting them in the way they need. This might sound like:
"I also learned that some things can be trickier for you. These are your construction projects, or what your brain is building."
Again, while every child will have a slightly different list, here are a few common "construction projects" that may be true for an ADHD brain:

Waiting to share your awesome ideas

Writing your ideas down on paper

Staying focused on boring or easy things

Getting started on work

Keeping track of all the steps

Catching errors

Keeping things organized

Moving or fidgeting without disrupting others

Do any of these resonate with your child's experience? Make a note-we'll use them in the next step.

Now, let's put it all together!

Defining ADHD for Your Child
A diagnosis is simply a way of bringing the highways and construction zones together. This may sound like:
"It turns out, many people have highways and construction zones just like yours. You're not alone! This pattern is called ADHD."
By defining ADHD by your child's experience-and not the DSM definition-it will be easier for them to understand and will empower them to be an active participant in their intervention plan.

Take a look at the list of highways and construction zones you made. Circle the ones that fit together like "two sides of a coin."

Perhaps your child is very creative but has a hard time getting those ideas on paper. Maybe your child is a talented gymnast but struggles to sit still in class.

Now, to create your child's personalized definition of ADHD, we can put these together using the following sentence frame:
"For you, ADHD means that your brain is built in a way that makes [your highways] come easily and [your construction projects] much more difficult."
Here are a few "definitions" of ADHD we've come up with in my own practice with children:

ADHD means your brain is built in a way that makes memory and creativity easy, but writing and waiting your turn more difficult.

ADHD means your brain is noticing a lot of things at once, but it may be tricky to focus on the one thing your teacher is asking.

ADHD means your brain enjoys things that are new and exciting, but it may be harder to learn things you have to repeat a lot, like math facts.

ADHD means your brain is great at organizing people, but struggles to organize things.

You're Not Alone!
I find it helpful to show kids examples of others who share their profile and have been successful. This includes actors, artists, entrepreneurs, and other children.

Everyone is a little different, so this is a great opportunity to emphasize that the way ADHD shows up for them may be different than how it shows up for other kids in their class, even though it has the same name.

Here are a few resources that may resonate with your child. Visit https://BrainBuildingBook.com/Parents for the complete Spreadsheet of Videos and Visuals for explaining ADHD to kids.

Let's Make a Plan!
Finally, it's helpful to make a list of tools and strategies that will help your child maximize their strengths and build new skills. For example:

You will be working with the learning specialist twice a week to learn strategies for getting ideas down on paper.

Let's brainstorm some helpful ways for you to move and fidget during homework to keep your brain engaged.

You'll be getting some extra time on tests to go back and check for little errors before turning it in.

We'll help you make a checklist for cleaning your room so it's easier to get through it.

Check out this circus class to build your performance and improv skills!

Now, the child is actively engaged in their intervention plan because they know exactly why it's happening.

Building Strong Self-Advocates
I've found that this process helps give kids the language to advocate for what they need from their teachers and other caring adults-a skill they can use now and for the rest of their lives.

Many children share their personalized definition of ADHD with their IEP team, coaches, or even as a way to respond to other children who may question or tease them.

I hope this has been helpful to you and your amazing ADHD child!
Visit www.BrainBuildingBook.com/Parents for more helpful resources, including the complete conversation script for explaining ADHD to your child.
Liz Angoff, PhD, is a licensed educational psychologist with a diplomate in school neuropsychology, providing assessment and consultation services to children and their families in the Bay Area, California. She is the author of the Brain Building book series, tools for engaging children in understanding their learning and developmental differences as part of the assessment process. More information about Dr. Liz and her work is available at https://BrainBuildingBook.com.

# data[].attributes.attachment_link.description
The way we talk about ADHD now will influence how a child sees themself for the rest of their life. Explaining ADHD to anyone is complicated, never mind a young child! For starters, attention deficit hyperactivity disorder: is not actually a deficit in attention, does not always involve hyperactivity, and does not lead to disorder...

# data[].attributes.attachment_link.title
ADHD Parenting Tips: How to Help a Child with ADHD

# data[].attributes.attachment_link.description
Practical techniques for parents on how to treat your child’s ADHD at home, manage their behavior, and deal with common challenges.

# data[].attributes.attachment_link.title
Individual education plans for ADHD: How they work, and more

# data[].attributes.attachment_link.description
Individualized education programs (IEPs) are plans that help children with ADHD reach their full potential at school. Find out more about IEPs here.

# data[].attributes.attachment_link.readable_text
Free materials and resources on ADHD for families, teachers, healthcare providers, and public health professionals.

Check out CDC's list of ADHD materials below!

Free materials on ADHD‎

* A toolkit for partners

* Fact sheets
* Infographics/posters
* Videos
* Podcast
* Webcasts
* Materials from other organizations

Behavior therapy Medication
What are infographics?‎

Infographics (also known as "information graphics") are graphic pictures of data, information or knowledge that tell a story.

Text version‎

What parents can expect in behavior therapy

Parents typically attend 8 to 16 sessions with a therapist and learn strategies to help their child. Sessions may involve groups or individual families.

* The therapist meets regularly with the family to monitor progress and provide support

* Between sessions, parents practice using the skills they've learned from the therapist.

After therapy ends, families continue to experience improved behavior and reduced stress. #VitalSigns

Text version ‎

What parents learn when trained in behavior therapy

* Positive Communication
* Positive Reinforcement

* Structure and Discipline

Behavior therapy, given by parents, teaches children to better control their own behavior, leading to improved functioning at school home and in relationships. Learning and practicing behavior therapy requires time and effort but has lasting benefits for the child. #VitalSigns

# data[].attributes.headline
CHAAD- Children and Adults with Attention Deficit Hyperactive Disorder 

# data[].attributes.subject
CHAAD- Children and Adults with Attention Deficit Hyperactive Disorder 

# data[].attributes.attachment_link.title
CHADD - Improving the lives of people affected by ADHD

# data[].attributes.attachment_link.description
Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) is the nation’s leading nonprofit organization serving people affected by ADHD.

# data[].attributes.attachment_link.title
Resources for Families - ADHD & Learning Differences Program | Children’s National Hospital

# data[].attributes.attachment_link.description
In addition to any resources your provider may give you, our online resources in the ADHD & Learning Differences Program can also support your ongoing treatment journey.

# data[].attributes.attachment_link.title
Understanding and Supporting Your Student With ADHD