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National Institute of Mental Health (NIMH)

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What is ADHD?

Attention-deficit/hyperactivity disorder (ADHD) is marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. People with ADHD experience an ongoing pattern of the following types of symptoms:

Inattention means a person may have difficulty staying on task, sustaining focus, and staying organized, and these problems are not due to defiance or lack of comprehension.

Hyperactivity means a person may seem to move about constantly, including in situations when it is not appropriate, or excessively fidgets, taps, or talks. In adults, hyperactivity may mean extreme restlessness or talking too much.

Impulsivity means a person may act without thinking or have difficulty with self-control. Impulsivity could also include a desire for immediate rewards or the inability to delay gratification. An impulsive person may interrupt others or make important decisions without considering long-term consequences.

What are the signs and symptoms of ADHD?

What are the risk factors of ADHD?

How is ADHD treated?

How can I find a clinical trial for ADHD?

Where can I learn more about ADHD?

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Learn about attention-deficit/hyperactivity disorder, including signs and symptoms, risk factors, treatments, and tips for staying organized with ADHD.

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National Institute of Neurological Disorders and Stroke

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The National Institute of Mental Health (NIMH), a component of the National Institutes of Health (NIH), is the nation's leading federal funder of research on ADHD.

What is attention deficit hyperactivity disorder?

Attention deficit hyperactivity disorder (ADHD) is a neurobehavioral disorder marked by trouble controlling impulsive behavior, difficulty paying attention, or overactivity. It is one of the most common neurodevelopmental disorders of childhood. ADHD interferes with a person's ability to stay on a task and maintain focus. The person may act without thinking or have difficulty with self-control. Some of the warning signs of ADHD in children include:

Some people with ADHD have symptoms related to hyperactivity/impulsiveness, while others may be mainly inattentive. Some people have a combination of both types of symptoms. There are several types of ADHD, which is usually diagnosed in childhood, although the condition can continue into the adult years.

The causes and risk factors or ADHD are unknown although genes and a combination of environmental factors may play a role. There is no cure for ADHD, but medicines can help decrease impulsivity and hyperactivity and increase attention. Other options include psychotherapy, education or training, or a combination of treatments.

Learn About Clinical Trials

How can I or my loved one improve care for people with attention deficit hyperactivity disorder?

Consider participating in a clinical trial so clinicians and scientists can learn more about ADHD and related disorders. Clinical research uses human volunteers to help researchers learn more about a disorder and perhaps find better ways to safely detect, treat, or prevent disease.

All types of volunteers are needed- those who are healthy or may have an illness or disease- of all different ages, sexes, races, and ethnicities to ensure that study results apply to as many people as possible, and that treatments will be safe and effective for everyone who will use them.

For information about participating in clinical research visit NIH Clinical Research Trials and You . Learn about clinical trials currently looking for people with ADHD at Clinicaltrials.gov , a database of current and past clinical studies and research results.

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Attention deficit hyperactivity disorder (ADHD) is a neurobehavioral disorder marked by trouble controlling impulsive behavior, difficulty paying attention, or overactivity. It is one of the most common neurodevelopmental disorders of childhood. ADHD interferes with a person's ability to stay on a task and maintain focus.

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Attention-deficit/hyperactivity disorder (ADHD) in children - Symptoms and causes

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This condition affects children, and may continue into adulthood. It can include difficulty sustaining attention, hyperactivity and impulsive behavior.

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ADHD is one of the most common neurodevelopmental disorders of childhood.

Symptoms start in childhood and often last into adulthood.

Identifying signs and symptoms of ADHD can help lead to a diagnosis, which is a process with several steps.

Treatment can involve a combination of behavior therapy and medication.

What it is

ADHD is one of the most common neurodevelopmental disorders of childhood. Neurodevelopmental means having to do with the way the brain grows and develops.

ADHD is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active.

"Is It ADHD?" in ASL‎

Types

There are three different ways ADHD presents itself, depending on which types of symptoms are strongest in the individual at the time of diagnosis:

Predominantly inattentive presentation

Predominantly h yperactive-impulsive presentation

Combined presentation (a combination of inattentive and hyper-impulsive symptoms)

Signs and symptoms

It is normal to have trouble focusing and behaving at one time or another. However, children with ADHD do not grow out of these behaviors. The symptoms can continue, can be severe, and can cause difficulty at school, at home, or with friends.

ADHD symptoms can change over time‎

Causes

Scientists are studying possible causes and risk factors in an effort to find better ways to manage and reduce the chances of a person having ADHD. The causes and risk factors for ADHD are unknown, but current research shows that genetics plays an important role. Recent studies link genetic factors with ADHD.

In addition to genetics, scientists are studying other possible causes and risk factors including:

Brain injury

Exposure to environmental risks (for example, lead) during pregnancy or at a young age

Alcohol and tobacco use during pregnancy

Premature delivery

Low birth weight

** ADHD Myth-busting **‎

Diagnosis

ADHD in children

Talk with your child's healthcare provider‎

Deciding if someone has ADHD is a process with several steps. There is no single test to diagnose ADHD, and many other problems, such as anxiety, depression, sleep problems, and certain types of learning disabilities, can have similar symptoms. One step of the process involves having a medical exam, including hearing and vision tests, to rule out other problems with symptoms like ADHD.

Diagnosing ADHD usually includes a checklist for rating ADHD symptoms and taking a history of the child from parents, teachers, and sometimes, the child.

ADHD in adults

ADHD can last into adulthood. Some adults have ADHD but have never been diagnosed. The symptoms can cause difficulty at work, at home, or with relationships. Symptoms may look different at older ages, for example, hyperactivity may appear as extreme restlessness. Symptoms can become more severe when the demands of adulthood increase.

For more information about ADHD diagnosis and treatment in adults, please visit the websites of the National Institutes of Mental Health.

Treatment and managing symptoms

In most cases, ADHD is best treated with a combination of behavior therapy and medication. For preschool-aged children (4-5 years of age) with ADHD, behavior therapy, particularly training for parents, is recommended as the first line of treatment before medication is tried. What works best can depend on the child and family. Effective treatment plans will include close monitoring, follow-ups, and making changes, if needed, along the way.

Managing symptoms: Staying healthy

Being healthy is important for everyone and can be especially important for people with ADHD. In addition to behavioral therapy and medication, having a healthy lifestyle can make it easier to deal with ADHD symptoms. Here are some healthy behaviors that may help:

What CDC is doing

The Centers for Disease Control and Prevention (CDC) funds the National Resource Center on ADHD (NRC), a program of CHADD-Children and Adults with Attention-Deficit/Hyperactivity Disorder. Their website has links to information for people with ADHD and their families.

The NRC operates a call center (1-866-200-8098) with trained staff to answer questions about ADHD.

Need help?

Get information and support from the National Resource Center on ADHD.

Resources and tools

To get help with concerns about ADHD, talk with your child's healthcare provider. Primary healthcare providers may diagnose ADHD or may provide a referral to a mental health professional such as a psychologist or psychiatrist.

Children can be seen by a specialist such as a child psychologist, child psychiatrist, or developmental pediatrician. You can also contact a local early intervention program for a free or low-cost evaluation (children under age 3) or school system for a free evaluation (children 3 years or older).

For more information on services for children with special needs, visit the Center for Parent Information and Resources. To find the Parent Center near you, you can visit this website.

ADHD materials and multimedia

October is ADHD Awareness Month. The goal of ADHD Awareness Month is to correct misunderstandings about ADHD and highlight the shared experiences of the ADHD community. Help CDC raise ADHD awareness, encourage inclusion, and connect people to support services. Get more information at ADHD Awareness.

Free materials on ADHD‎

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About Attention-Deficit / Hyperactivity Disorder (ADHD)

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Read about ADHD, its types, symptoms, causes, screening, treatment, and CDC's work.

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​Attention deficit hyperactivity disorder (ADHD) is a neurobiologic condition whose symptoms are also dependent on the child's environment.

ADHD is now one of the most common and most studied conditions of childhood.

Research to date has shown ADHD may be caused by a number of things:

Brain anatomy and function. A lower level of activity in the parts of the brain that control attention and activity level may be associated with ADHD. See ADHD and the Brain from Understood.org.

Genes and heredity. ADHD frequently runs in families. A child with ADHD has a 1 in 4 chance of having a parent with ADHD. It's also likely that another close family member, such as a sibling, will also have ADHD. Sometimes, ADHD is diagnosed in a parent at the same time it is diagnosed in the child. See Inheriting Mental Disorders.

Significant head injuries may cause ADHD in some cases.

Prematurity increases the risk of developing ADHD.

Prenatal exposures, such as alcohol or nicotine from smoking, increase the risk of developing ADHD.

In very rare cases, toxins in the environment may lead to ADHD. For instance, lead in the body can affect child development and behavior.

Why do so many children have ADHD?

The number of children getting treatment for ADHD has risen. It is not clear whether more children have ADHD or more children are receiving a diagnosis of ADHD. Also, more children with ADHD are getting treatment for a longer period.

Because of more awareness and better ways of diagnosing and treating this disorder, more children are being helped.

It may also be the case that school performance has become more important because of the higher technical demand of many jobs, and ADHD frequently interferes with school functioning.

Additional Information:

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Many likely causes have been proposed for ADHD, but no single cause has yet been identified. Learn more.

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If you suspect that you, your child, or a loved one may have untreated attention deficit hyperactivity disorder (ADHD), you might be wondering if there are criteria for diagnosing ADHD. According to the latest edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), there are specific ADHD criteria that a person must meet to receive a diagnosis.

In this article, learn more about the specific ADHD criteria that must be met for adults and children according to the DSM-5, as well as what types of healthcare providers can assist in diagnosing ADHD. Self-testing or lab tests can be part of making an ADHD diagnosis but are not enough to confirm it.

Professional Screenings

A healthcare provider can confirm or rule out an ADHD diagnosis with an in-depth interview and physical exam. However, diagnostic criteria vary slightly depending on whether the patient is an adult or a child.

To determine whether you have ADHD, a healthcare professional will complete a comprehensive assessment using the diagnostic criteria set out in the APA's Diagnostic and Statistical Manual of Mental Disorders (DSM-5), the national standard for the appropriate diagnosis and treatment of mental health conditions in the United States.

Finding the Right Healthcare Provider

Adults: If you're an adult seeking an ADHD screening, you must find a licensed mental health professional or physician, such as a clinical psychologist, psychiatrist, neurologist, primary care provider, or social worker.

Children: For children and adolescents ages 4 to 18, healthcare providers such as pediatricians, psychiatrists, and child psychologists can screen for and diagnose ADHD.

DSM-5 Criteria for an ADHD Diagnosis

According to the DSM-5, people with ADHD have signs and symptoms of inattention and/or hyperactivity-impulsivity that make it difficult to function on a day-to-day basis.

In order to be diagnosed with ADHD, children up to age 16 must often experience six or more symptoms of inattention and/or hyperactivity and impulsivity. Adolescents 17 years and older and adults must have five or more symptoms of inattention and/or hyperactivity and impulsivity.

These must last for at least six months in a life-disrupting way and be inappropriate for their developmental level.

Symptoms of inattention include:

Makes careless mistakes or fails to pay close attention to details in schoolwork, at work, or elsewhere

Has trouble keeping attention on tasks or activities

Does not seem to listen when addressed directly

Does not follow instructions completely and fails to finish schoolwork, chores, or tasks at work by losing focus or becoming distracted

Struggles organizing tasks and activities

Dislikes, avoids, or is reluctant to begin tasks that require mental effort over a long period, like a school project or homework

Loses important things such as school supplies, wallet, keys, or paperwork

Is easily distracted

Is often forgetful in daily activities

Symptoms of hyperactivity and impulsivity include:

Fidgets or squirms in their seat

Leaves seat in situations when they're expected to remain seated

Feels restless (or, for children, runs around or climbs) when not appropriate

Is unable to play quietly

Is often restless and "on the go"

Talks excessively

Blurts out an answer before someone has finished asking a question

Has trouble waiting their turn

Interrupts or intrudes into conversations or games

Additionally, the healthcare provider will also need to confirm the following for these symptoms for an official ADHD diagnosis.

Several of these symptoms were present before age 12.

They're present in two or more settings (such as school, work, or social life).

They interfere with or reduce the ability to function in life.

Another health condition does not better explain them.

ADHD Diagnosis in Children

To diagnose a child with ADHD, a healthcare provider will complete the following steps:

Interview parents or guardians, school staff, and mental health practitioners involved with the child about their academic or behavioral problems (such as struggles with grades or maintaining friendships)

Assess the child's symptoms using tools such as behavior rating scales or checklists to ensure DSM-5 criteria for an ADHD diagnosis are met

Complete a physical exam and order laboratory or other tests to rule out other conditions with similar symptoms, such as a seizure disorder, thyroid disorder, sleep disorders, or lead poisoning

Run additional screening tests for co-occurring or other mental health conditions, including depression, anxiety, learning and language disorders, autism spectrum disorder, oppositional defiant disorder, conduct disorder, and tic disorders

Depending on the child's symptoms, you may also need a referral to meet with a pediatric specialist for additional screenings for conditions like developmental disorders or learning disabilities.

ADHD Diagnosis in Adults

For adults, the process of receiving an ADHD diagnosis is similar. During your visit, a healthcare provider will complete the following steps:

Interview you about your symptoms in the present and during your childhood

Assess your symptoms per DSM-5 criteria using diagnostic tools such as behavioral rating scales and symptom checklists

In some cases, request additional interviews with your partner, parent, close friend, or others

Complete a physical exam to rule out other potential causes for symptoms

Screen for co-occurring or other mental health disorders such as a mood disorder, anxiety disorder, dissociative disorder, or personality disorder

At the end of your appointment, your healthcare provider will share whether or not you have ADHD as well as other health conditions. After that, they'll discuss treatment options with you and, if necessary, refer you to specialists for further screening and care.

Labs and Tests

The gold-standard diagnostic procedure for ADHD is an interview and physical exam to identify ADHD symptoms and other potential mental and physical health conditions.

Although you may have heard about various tests for ADHD, the condition cannot currently be diagnosed solely using brain imaging studies such as an MRI, PET, or CT scan. However, your physician may recommend blood tests, brain imaging studies, or an electroencephalogram (EEG) to rule out other health conditions.

At-Home Testing

While there are many self-assessments and questionnaires for symptoms of ADHD available online, most are not scientifically validated or standardized. Using self-assessments can't provide a definitive diagnosis, but it can give you an idea of whether it's time to seek help for a professional screening. You shouldn't use them to try to self-diagnose or diagnose others. Again, for a valid diagnosis, you must visit a qualified and licensed healthcare provider.

If you are curious about whether you or a loved one meets the diagnostic criteria for ADHD, you should see a healthcare provider to help you determine if you meet ADHD criteria. Mental health providers, primary care providers, neurologists, and other qualified providers can help diagnose or rule out ADHD. The DSM-5 lists ADHD criteria that must be met for a diagnosis to be made. Brain imaging, other lab tests, and self-assessments might be part of the diagnosis process but are not adequate alone to make an ADHD diagnosis.

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Learn the DSM-5 ADHD criteria for diagnosis, along with the method used for testing.

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Key points

ADHDers are not motivated by importance, rewards, and consequences as neurotypicals are.

ADHDers operate with a high-octane, interest-based nervous system.

The intense emotionality that can accompany ADHD is often misdiagnosed as a mood disorder.

Hyperactivity is an outward expression of the hyperarousal on the inside, and is often present in ADHDers without the "H" as well.

There is so much out there on ADHD already, though still many people are unclear about what is really going on in our fast minds. Often all we need is the basic gist to get it enough to make a positive change. That's true for most things. Above all, it is important to convey that we are different and not deficient.

Our executive functioning systems are wired differently, which means that how we manage our abilities to concentrate, engage, plan, organize, control impulses, and express emotions will also look different. And, we have a surplus of attention, not a deficit. Trust me on that one.

Motivation

To begin, there is quite a difference in how those of us in the Fast Mind Club (ADHD) are motivated. The majority of the neurotypical world is motivated by three things: importance, rewards, and consequences. The NT's (neurotypicals) will get a move on when they are made aware by a parent, partner, or boss that the task is important for a project and time-sensitive. We are also not overly responsive to scarcity commentary (aka time sensitivity), unless we are about to purchase a brand new sexy red Jeep and there is someone right behind us ready to take it for a test drive. Rewards don't carry much weight either, such as grades, paychecks, promotions, or even praise, as we are not extrinsically motivated. In fact, we are very, very intrinsically motivated. Consequences for not completing the said project could possibly be the least motivating of the three. We are simply not wired this way.

Of course, as adults, we are well aware of how the world works. We can and do conform to a degree in order to manage the neurotypical playing field for periods of time, although these habits don't tend to stick without external supports in place. Nor is this route very enjoyable. Basically, we are all born with a neurotypical owner's manual that is chock full of neurotypical rules which make little, if any, sense to our busy minds. As adults, when we fall short, we are often labeled as immature and irresponsible. This lands us right back into the blame-shame game, with which we are all too familiar.

Interest-Based Nervous System

Another really important aspect of ADHD that is important for those in our lives to understand is that we run on a high-octane, interest-based nervous system. This means that we become extremely motivated when we are genuinely interested in something-so much so, that we slide into ADHD tunnel vision in a way, as we cannot break free from what we are doing. We are in the zone. It is almost like we are energized by electric passion. The feeling is unlike any other and one that is difficult to put into words. We are captivated by passion and we feel at one with the task and the universe in general.

Corporations are finally wising up and capitalizing on this gift, rather than shaming us for "needing to be interested in something like a child" to get the job done or tagging us with the famous Ben & Jerry's bumper sticker which says, "If it's not fun, why do it?" Our point exactly.

This certainly does not mean ignoring adult responsibilities or dodging accountability. ADHD is an explanation and not an excuse. What this means is for us to be aware of our unique wiring and to create our own operator's manual. Many of us have done this, such as Simone Biles, Leonardo Da Vinci, Whoopi Goldberg, and Jim Carrey, as well as the CEO of Jet Blue, David Neelemen, to name just a few.

We create, innovate, and invent. This is what we do best.

Intense Emotionality

As we are passionate by nature, most of our thoughts and feelings follow suit. We can be intense and we can get stuck in our emotions due to the differences in our executive functioning systems. This is often misdiagnosed as a mood disorder because this is what many therapists are trained to look for, rather than the brief and intense emotionality that often accompanies ADHD. Mood disorders typically take on a life of their own and last much longer. The intense moods of the ADHDer are more like a summer thunderstorm on the beach; they come in fast when triggered by an event and then are just as quick to leave. We get over things quickly and often forget they happened.

The "H"

The "H" in ADHD stands for hyperactive, which I would prefer to refer to as high-energy. I don't think any adult appreciates being referred to as hyper-nor does a child, for that matter. What is important to understand is that if you are seeing the "H" externally, more than likely it is 10 times worse on the inside. This is merely an external reflection of the internal hyperactivity or high-energy. It is also important to realize that those without the outwardly expressed "H" can also have the internal hyperarousal going on. This can be very hard for us to manage because we often feel that we cannot relax, or at least not in a way that is acceptable to NTs.

For example, I relax best when in motion, such as running, skiing, or when doing Tai Chi. I have also been relaxation-shamed a lot, with comments such as, "Why can't you just sit still and watch TV with us?" My answer: "Let me see... because I would rather stick pins in my toes." Hyperarousal can also be frustrating as it often feels that our mind has no shut-off switch (Dodson, 2021).

For those NTs in our lives, getting the basic gist of how our lightning-fast hard drive operates can be a huge catalyst for positive and lasting change.
Facebook image: Sabphoto/Shutterstock LinkedIn image: Inside Creative House/Shutterstock

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Discover what's really going on inside the fast minds of people with ADHD.

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Yes, ADHD can impact social skills in kids, teens, and adults. Here's why and how to cope.

Impulsivity, inattention, and hyperactivity are the three main symptoms of attention deficit hyperactivity disorder (ADHD) that can impact all areas of a person's life, including how they socialize.

People with ADHD may have a hard time developing healthy social skills from childhood through adulthood, especially if their condition goes untreated.

That said, it's possible to improve your social skills at any point in life. The first step starts with understanding the potential challenges.

How does ADHD affect a person's social skills? For starters, in social settings, folks with ADHD may experience challenges with appropriate:

Kate Hanselman, PMHNP at Thriveworks in Stamford, Connecticut, lives with ADHD herself and says that people with ADHD can be more prone to doing the following things during a discussion:

interrupting or talking over others

dominating a conversation

jumping from topic to topic

talking about off-topic or inappropriate subjects

She explains that these behaviors aren't due to a lack of interest. They're more about ADHD symptoms, like having a hard time with impulse control or remembering what they want to say next (due to working memory issues).

Hanselman says that people with inattentive ADHD can look distracted while someone is talking or have a hard time following the conversation. She notes that the following body language cues, which may suggest impatience or inattention, can impair social connection as well:

looking away

tapping a foot

fidgeting

moving around a lot

multitasking

There are many common challenges that folks with ADHD might face when navigating social situations at different ages.

Childhood

"In childhood, connection with peers can be challenging due to high impulsivity or hyperactivity limiting a child's ability to engage appropriately in social situations," says Hanselman.

She explains that difficulties with emotional regulation can also lead to challenges in coping with:

sharing

conflict

other necessary social tasks

"A child with untreated ADHD can find themselves cemented in a role among their peers, such as the class clown or a poor student, which can become reinforced over time due to peer pressure, continued maladaptive behaviors, or acceptance-seeking in the role," she adds, noting that this could lead to self-esteem issues.

A also suggests parent and teacher reports indicate that, when compared with children without the diagnosis, kids with ADHD experience higher rates of:

peer rejection

peer neglect

fewer friends

less varied social activities

Hanselman explains that kids with ADHD typically have a hard time keeping pace with their peers by traditional social metrics as well, which can carry on into adolescence and adulthood.

Teenage years

Teenagers with ADHD can experience the same challenges as kids with ADHD, with more issues related to increased independence and self-management.

According to Hanselman, this might include difficulty with:

time management, leading to missed social events

impulse control and emotional regulation, leading to difficulties in intimate or peer relationships

inattention, leading to social isolation, as peers may interpret inattention as disinterest

" Self-esteem is affected during this time as well, since coping with social challenges becomes increasingly important and challenging during adolescence," she adds.

Adulthood

"In adulthood, a person with ADHD may find a limited set of social skills due to the culmination of maladaptive behaviors and coping mechanisms they've developed over their lifetime," says Hanselman.

This means that adults with ADHD might have a hard time:

making new friends due to low self-esteem or continued maladaptive social skills

maintaining old friendships due to difficulty following up or maintaining connection

Aside from these potential disadvantages, ADHD can enhance your social abilities in many ways.

Hanselman notes that people with ADHD can be:

curious, interested, and interesting people with a lot of enthusiasm for their passions

energetic, spontaneous, and fun friends who feel strongly and care deeply for others

interesting conversational partners, as they can be adept at exploring many topics with a wide range of interests

She adds that while impulsivity can get a bad reputation, it can offer unique benefits, like:

openness to new experiences

trying new things

exploring new places

All of these perks that can come along with living with ADHD can translate to a fulfilling social experience and make you a fantastic friend in someone's life.

Rest assured, it's possible to have a successful social life if you live with ADHD.

If you need help improving your social skills, try any of Hanselman's tips below:

Keep a planner to help organize appointments, dates, birthdays, and events.

Slow down when talking to promote better conversational skills.

Use active listening skills, like repeating what you've heard for clarification to help you process the information and help the conversation partner feel heard.

Ask others questions about themselves to let them know you're interested in them, and try to limit your potential to dominate the conversation.

Make a note of your thoughts in conversation so you're less tempted to interrupt or forget.

Bring a small fidget toy to help you keep your attention during conversation.

Use mindfulness to support appropriate behavior.

Take a moment to scan the situation before acting to make sure your social behavior is appropriate for the situation.

Speaking with a therapist can also help you learn better communication and social skills. Hanselman recommends trying group therapy to hear from peers with ADHD and practice your social skills in real time as well.

For parents who want to help their kids become more socially adept, Hanselman suggests trying the following strategies:

Set ground rules for family interactions and gently reinforce them. For example, a raised finger or kind verbal social cues like quietly saying "interrupting" can help avoid disrupted conversations.

Highlight your child's unique strengths.

Help them with basic organizational skills, such as keeping a planner to review daily.

Reinforce the importance of remembering birthdays and anniversaries, and model this while including children from a young age.

Model the importance of being on time for things and discuss the impact of lateness.

Promote self-regulation with direct and clear coping tools that are practiced regularly. Regular use of meditation and mindfulness can help, too.

Foster consistent sleep routines and meal schedules to support self-regulation and stability.

Find a therapist who specializes in social skills development or ADHD to provide your child with specialized tools to support their needs.

Hanselman adds that practicing these tips in low stakes environments, like at home, can help prepare your child for social situations outside the house.

Although other research suggests otherwise, a 2017 literature review indicates that social skills training (SST) could be effective for children and adolescents with ADHD. Helpful feedback, reminders, and reinforcement on certain behaviors can improve their social tendencies over time.

If you want help learning social skills, you can try any of the tips listed above. You can also consider speaking with a therapist or joining group therapy to practice your social skills in real time.

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ADHD can affect your social skills, both for the better and worse. Learn about these effects and how to improve social skills, here.

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CDC uses datasets from parent surveys and healthcare claims to understand diagnosis and treatment patterns for attention-deficit/hyperactivity disorder (ADHD).

Estimates for diagnosis and treatment can vary depending on the source.

This page includes ADHD data from different sources.

ADHD diagnosis

Millions of U.S. children have been diagnosed with ADHD.

An estimated 7 million (11.4%) U.S. children aged 3-17 years have ever been diagnosed with ADHD, according to a national survey of parents using data from 2022.

Did you know?‎

ADHD estimates by sex, race, and ethnicity:

Boys (15%) were more likely to be diagnosed with ADHD than girls (8%).

Black children and White children were more often diagnosed with ADHD (both 12%) than Asian children (4%). American Indian/Alaska Native children (10%) were also more often diagnosed with ADHD than Asian children.

Approximately 6% of Native Hawaiian/Pacific Islander children were diagnosed with ADHD.

Overall, non-Hispanic children (12%) were diagnosed with ADHD more often than Hispanic children (10%).

ADHD symptoms can vary in severity.

About 6 in 10 children had moderate or severe ADHD.

Children with both ADHD and another co-occurring condition, such as behavioral or conduct problems, learning disorders, anxiety, or depression, more often had severe ADHD than children with ADHD without other co-occurring conditions.

Estimates for ADHD diagnosis and treatment vary by state.

ADHD diagnosis estimates among U.S. children aged 3-17 years vary from 6% to 16% across states.

Estimates for receiving any ADHD treatment among children with current ADHD vary from 58% to 92% across states. ADHD treatments include:

Other concerns and conditions with ADHD

Many children with ADHD also have other co-occurring conditions.

According to a national 2022 parent survey, nearly 78% of children with ADHD had at least one other co-occurring condition:

Other conditions affecting children with ADHD include depression, autism spectrum disorder, and Tourette syndrome.

Co-occurring Conditions with ADHD - Interactive Data Charts

Treatment of ADHD

Did you know?‎

Nearly 2 million U.S. children with ADHD did not receive ADHD-specific treatment in 2022.

A national parent survey from 2022 reported on medication and behavior treatment for children 3-17 years of age with current ADHD:

About 30% of children with ADHD did not receive medication treatment or behavior treatment, compared with 23% of children 2-17 years of age with ADHD in 2016.

About 32% children with ADHD received both medication treatment and behavior treatment.

Overall, the total number of children receiving behavior treatment increased from 2016 (2.5 million) to 2022 (2.8 million).

Treatment of ADHD - Interactive Data Charts

Children with ADHD receive different types of services.

There are many treatment options for ADHD, and what works best can depend on the person, their family, and their environment. Different types of behavioral treatment or skills training for ADHD include:

ADHD care is provided by many different healthcare professionals.

In addition to parent-reported data, healthcare claims data from Medicaid or employer-sponsored insurance provide another way to understand treatment patterns. In 2021, among U.S. children ages 3-17 years:

Many children received ADHD care from a primary care clinician, such as a pediatrician or family doctor. Almost half of children covered through private insurance and about 1 in 4 children with Medicaid received ADHD care from a pediatrician.

Nurse practitioners and psychiatric nurses also play an important role in ADHD care for children, providing care for nearly 1 in 5 children with Medicaid.

Children with Medicaid were less likely to receive ADHD care from a healthcare specialist, such as a psychologist or psychiatrist.

More information on ADHD data trends in the United States

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CDC uses datasets from parent surveys and healthcare claims to understand diagnosis and treatment patterns for ADHD. Estimates for diagnosis and treatment can vary depending on the source.

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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.

Classroom treatment strategies for ADHD students

There are some school-based management strategies shown to be effective for ADHD students:

Behavioral classroom management

The behavioral classroom management approach encourages a student's positive behaviors in the classroom, through a reward system 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 for students of all ages.

Organizational training

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.

Teaching and supporting positive behavior‎

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

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

Learn more about IDEA vs Section 504
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:

What are the main differences between an IEP and a 504 Plan?‎

* IEPs: Provide individualized special education services to meet the unique needs of the child and is governed under the Federal law known as the Individuals with Disabilities Education Act (IDEA).

* 504 Plan: Provides services and changes to the learning environment to meet the needs of the child as adequately as other students and is part of Section 504 of the Rehabilitation Act.

Accommodations

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

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

Extra help with staying organized

Did you know?‎

Parents of children with ADHD report receiving more services through an IEP than through a 504 plan.

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.

Helping students with ADHD‎

CHADD's National Resource Center on ADHD provides information for teachers from experts on how to help students with ADHD.

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

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.

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.

Involve the school counselor or psychologist.

Parent education and support

How to best advocate for your child‎

What every parent should know

School support and services are regulated by laws. The U.S. Department of Education has developed a "Know your rights" letter for parents and a resource guide for educators to help educators, families, students, and other interested groups better understand how these laws apply to students with ADHD so that they can get the services and education they need to be successful.

Healthcare providers also play an important part in collaborating with schools to help children get the special services they need.

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ADHD in the Classroom: Helping Children Succeed in School

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Resources for parents, teachers, and healthcare providers to help children with ADHD succeed in the school.

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Guide

Attention-deficit hyperactivity disorder, or ADHD, is a condition that makes it unusually difficult for children to concentrate, sit still, follow directions and control impulsive behavior.

Attention-deficit hyperactivity disorder, or ADHD, is a condition that makes it unusually difficult for children to concentrate, sit still, follow directions and control impulsive behavior. This guide focuses on what educators need to know about teaching kids with ADHD: how it affects children in the classroom - girls as well as boys - and how we teachers can help kids with the disorder succeed in school.

Many children with ADHD show signs of the attention 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.

That's why it's important that educators be well-informed about the attention deficit hyperactivity disorder - able to recognize children who might be struggling with ADHD, but also aware that the symptoms and behaviors associated with ADHD may also have other possible explanations.

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 can make it very difficult for them to function well in school.

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

Inattentive Symptoms of ADHD:

Makes careless mistakes in schoolwork, 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

ADHD Behavior and 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 six months.

The Difference Between ADD and ADHD

ADD, or attention-deficit disorder, is an older term for the disorder we now call ADHD, or attention-deficit hyperactivity disorder. It was called ADD up until 1987, when the word "hyperactivity" was added. Some people still use the old term, ADD, out of habit, or because it's a more familiar term than ADHD. Some use it to refer to kids with ADHD who aren't hyperactive.

Why Age Is Crucial in ADHD Diagnosis

Within any given classroom, there is an age range of students that spans almost a year, and a year can make a big difference in a child's ability to self-regulate. That's why it's important when teaching kids with ADHD and 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.

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 percent 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.

Why Are Some Kids With ADHD Prone to Disruptive Behavior?

Defiance and emotional outbursts are not themselves symptoms of ADHD, but kids with ADHD are at higher risk for developing these behaviors. Some kids who have ADHD tend to become frustrated and overwhelmed by demands placed on them that they cannot consistently fulfill, because of inherent deficits in paying attention, reining in impulses and controlling their activity level.

Making transitions from one activity to another can be particularly difficult for kids with ADHD in the classroom, especially when they involve stopping some activity they find more stimulating than what comes next. Clinicians call it an inability to "attention switch," and it can result in children disrupting the class or acting out.

Other Causes for Behaviors That Look Like ADHD

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 actions are associated with ADHD behavior, but they can also 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 other things that could be influencing a child's behavior.

Inattention: A child who is inattentive could be distracted by a worrisome or painful situation at home, or because she's being bullied on the playground, and recess is coming up. If a child with OCD doesn't know the answer to the question, it looks like he wasn't paying attention, but it's really because he was distracted by obsessions. When a child seems to be looking everywhere but at the pages of the book she is supposed to be reading, another possible cause is that she has a learning disorder.

Hyperactivity: If a child is fidgeting when she's supposed to be reading, she could have sensory issues that are making her uncomfortable, or a learning issue that 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.

Impulsivity: Anxiety is another condition, often hidden, that can cause kids to be unable to follow rules or wait their turn, or to lash out when they are upset.

Gender Differences in ADHD: How are Girls Different From Boys?

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 only the 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.

They often work so hard to compensate for their weaknesses that they are able to hide their challenges.

The growing awareness, as they get older, that they have to work much harder than their peers without ADHD is very damaging to their self-esteem.

Girls who are chronically hard on themselves about their mistakes may be struggling with thoughts that they're stupid or broken.

What Are Executive Functions?

Executive functions are the self-regulating skills that we all use to accomplish tasks,
from getting dressed to doing homework. They include:

Planning

Organizing time and materials

Making decisions

Shifting from one situation to another

Controlling emotions

Learning from past mistakes

Most kids with ADHD have deficits in some executive functions, though not all children with executive function issues have ADHD.

How Can Teachers Help Kids With ADHD?

Children with ADHD in the classroom who have trouble complying with rules and completing tasks can benefit from a daily report card system that sets positive behavioral goals and rewards to reinforce the behavior when they meet those goals.

The desired behaviors might be for the child to remain seated, to finish schoolwork, to raise his hand before speaking. The child receives points for successfully meeting goals, and his parents receive a daily behavior report card, enabling them to further to reinforce positive behavior in school with praise and prizes earned.

This system allows teachers to focus on what the child is doing well - rather than what he isn't doing well. It can bolster his self-esteem and help him feel positive about school.

Commonly Used Medications for ADHD

Many children with ADHD are prescribed stimulant medication to help reduce their symptoms. There are two main classes of stimulant ADHD medications:

Methylphenidate-based medications: Ritalin, Methylin, Concerta, Metadate, Daytrana Patch, Ritalin LA

Dextroamphetamine-based medications: Adderall, Vyvanse, Dexedrine, Focalin

There are also many different release formulas for stimulant medications, which make them effective for different periods of time:

Immediate-release formulas are effective for about four to six hours.

Extended-release formulas last as long as nine to twelve hours.

Children taking immediate-release formulas are often given medication in the middle of the school day by a school nurse. The goal is to maintain an effective dose during the school day but have the ADHD medication out of the child's system by bedtime, to facilitate sleep.

This guide was last reviewed or updated on February 23, 2023.

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Attention-deficit hyperactivity disorder, or ADHD, is a condition that makes it unusually difficult for children to concentrate, sit still, follow directions and control impulsive behavior.

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A survey of educators found that most feel they don't have enough information and classroom management strategies for students with attention-deficit/hyperactivity disorder (ADHD).[2] Because children with ADHD need the right resources to thrive in the classroom, this can seriously inhibit their ability to reach their academic potential.

As a teacher, you know how important it is to provide support and guidance to these students. The more familiar you are with recognizing and helping students with ADHD, the more likely they are to reach their academic potential and exhibit positive classroom behavior.

In this article, we will define ADHD and list a few symptoms to watch for in your students. Then we'll discuss helpful classroom management strategies.

What is ADHD and How Does It Affect Students?

Attention-deficit/hyperactivity disorder is a chronic condition that usually manifests in childhood and affects a child throughout their life.[16] While symptoms vary based on a child's personality, characteristics of ADHD usually involve difficulties staying focused, keeping organized, and controlling impulses.[17]

Of course, definitions can only go so far. Talking to someone with ADHD is the best way to learn what it is and how it feels to live with it. If you don't have anyone to ask in real life, this video from the How to ADHD channel is a great primer for educators on what ADHD is and how it affects academics.

Is ADHD a Disability? What Educators Need to Know

As a teacher, you may not feel qualified to help children with ADHD in the classroom-especially if you don't have much experience with it. But classroom interventions can be as simple as slight modifications your instruction or providing small accommodations for your ADHD students.[2] You could, for example, give them extra time to complete homework or give them a folder to organize all of their assignments.[13]

For issues that are beyond your expertise, you can always refer the student to your school counselor or an in-school ADHD specialist, depending on the resources available. Get to know your school counselors or psychologists so if you have a student with ADHD, you know who can help them.[5] If you don't have an ADHD specialist at your school, you could also discuss your concerns with a school administrator. They may be able to get in touch with a specialist within your district or provide accommodations in another form.

If school accommodations are sparse, and the family has not yet looked into professional treatment (such as therapy) for their child, it can be helpful to refer parents to ADHD specialists outside of your school.[8] Additionally, try to involve parents in the process of helping or disciplining a child with ADHD in school.[10] Parents will be more familiar with their child's symptoms and may be able to suggest tactics to help their child focus in class.

Signs of ADHD: What Teachers Should Look For

Remember that as a teacher, you are not qualified to officially diagnose a student, but you can advise a specialist as needed. If you suspect that a child might have ADHD, it is best to discuss this concern with their family and with your school administrators. After speaking to the child's family, and if the child has not been diagnosed with ADHD, you may want to encourage that family to visit a pediatrician or other specialist.

Symptoms of ADHD may vary depending on the child's age and how much support they've received. For elementary school teachers, here are a few early signs of ADHD to look for:[14]

Low self-control

Difficulty staying focused on lessons

Hyperactivity that interferes with a child's ability to pay attention

Trouble organizing assignments and belongings

Excessive talking with peers and difficulty staying quiet while working

To learn more about ADHD signs and how these might present in the classroom-along with common misconceptions-use this video from ADDitude Magazine as a guide.

7 Teaching Tips and Classroom Accommodations for Students with ADHD

While students who have ADHD may have additional needs, these students are just as capable of succeeding in school as are their peers. Classroom strategies designed to help students with ADHD are the best way to reduce disruptive behavior and help students reach their academic potential.[7]

These seven tips for teaching students with ADHD can help them stay focused and feel comfortable in class:

Try to follow a regular classroom routine every day; this helps students with a range of learning disorders by limiting confusion or distraction.[12]

Provide students with organization tools, such as a three-pocket notebook or binder, to help them keep their assignments together.[11]

Because children with ADHD often have trouble staying focused, schedule in short breaks for students to recharge throughout the day.[19]

Offer positive feedback regularly so they trust you and know that you have their best interests in mind.[12]

Check out this list of children's books about ADHD from Verywell Mind, and add a few to your classroom library to normalize discussions about ADHD.

Students with ADHD often struggle in test-taking environments. Give these students extra time and help them find a space that is distraction free (like the school library) to take tests.[18]

Remember, a student's needs may exceed what you're able to provide. In this case, refer the child to a counselor or ADHD specialist.

Sources:

1. Scahill, L., and Schwab-Stone, M. Epidemiology of Adhd in School-Age Children. Child & Adolescent Psychiatric Clinics of North America, July 2000, 9(3), pp. 541-555.

2. Pfiffner, L., DuPall, G.J., and Barkley. R. Treatment of ADHD in School Settings. retrieved from semanticscholar.org: https://pdfs.semanticscholar.org/63ea/daa464079cdb6ffc661f1d8e3f3c6f35a7b1.pdf.

3. Evans, W.N., Morrill, M.S., and Parente, S.T. Measuring inappropriate medical diagnosis and treatment in survey data: The case of ADHD among school-age children. Journal of Health Economics, September 2010, 29(5), pp. 657-673.

4. Kent, K.M., Pelham, W.E., Molina, B.S., Sibley, M.H., Waschbusch, D.A., Yu, J., Gnagy, E.M., Biswas, A., Babinski, D.E., and Karch, K.M. The Academic Experience of Male High School Students with ADHD. Journal of Abnormal Child Psychology, 2011, 39(3), pp. 451-462.

5. DuPaul, G.J., Weyandt, L.L., and Janusis, G.M. ADHD in the Classroom: Effective Intervention Strategies. Theory Into Practice, 2011, 50(1), pp. 35-42.

6. Greene, R.W., Beszterczey, S.K., Katzenstein, T., Park. K., and Goring, J. Are Students with ADHD More Stressful to Teach?: Patterns of Teacher Stress in an Elementary School Sample. Journal of Emotional and Behavioral Disorders, 2002, 10(2), pp. 79-89.

7. Miranda, A., Jarque, S., and Tarraga, R. Interventions in School Settings for Students With ADHD. Exceptionality: A Special Education Journal, 2006, 14(1), pp. 35-52.

8. Loe, I.M., and Feldman, H.M. Academic and Educational Outcomes of Children With ADHD. Journal of Pediatric Psychology, July 2007, 32(6), pp. 643-654.

9. Sciutto, M.J., Nolfi, C.J., and Bluhm, C. Effects of Child Gender and Symptom Type on Referrals for ADHD by Elementary School Teachers. Journal of Emotional and Behavioral Disorders, October 2004, 12(4), 247-253.

10. Power, T.J., Mautone, J.A., Soffer, S.L., Clarke, A.T., Marshall, S.A., Sharman, J., Blum, N.J., Glanzman, M., Elia, J., and Jawad, A.F. A family-school intervention for children with ADHD: Results of a randomized clinical trial. Journal of Consulting and Clinical Psychology, August 2012, 80(4), pp. 611-623.

11. Segal, J., and Smith, M. Teaching Students with ADHD. Retrieved from helpguide.org: https://www.helpguide.org/articles/add-adhd/teaching-students-with-adhd-attention-deficit-disorder.htm.

12. Dendy, C.Z. Teaching Students with ADHD: Strategies That Help Every Child Shine. Retrieved from additudemag.com: https://www.additudemag.com/teaching-strategies-for-students-with-adhd/.

13. Seay, B. 20 Classroom Accommodations That Target Common ADHD Challenges. Retrieved from additudemag.com: https://www.additudemag.com/20-adhd-accommodations-that-work/.

14. HealthyChildren Staff. Early Warning Signs of ADHD. Retrieved from healthychildren.org: https://www.healthychildren.org/English/health-issues/conditions/adhd/Pages/Early-Warning-Signs-of-ADHD.aspx.

15. Perlstein, D., and Shiel, W.C. Attention Deficit Hyperactivity Disorder (ADHD) in Teens. Retrieved from emedicinehealth.com: https://www.emedicinehealth.com/adhd_in_teens/article_em.htm#attention_deficit_hyperactivity_disorder_adhd_in_teens.

16. HealthyChildren Staff. Causes of ADHD: What We Know Today. Retrieved from healthychildren.org: https://www.healthychildren.org/English/health-issues/conditions/adhd/Pages/Causes-of-ADHD.aspx.

17. Mayo Clinic Staff. Attention-deficit/hyperactivity disorder (ADHD) in children. Retrieved from mayoclinic.org: https://www.mayoclinic.org/diseases-conditions/adhd/symptoms-causes/syc-20350889.

18. Morin, A., and Oswalt, G. Classroom accommodations for ADHD. Understood. https://www.understood.org/articles/en/classroom-accommodations-for-adhd.

19. Ditzell, J. What School Accommodations Can You Get for a Child with ADHD? Psych Central. August 10, 2021. https://psychcentral.com/adhd/adhd-accommodations.

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ADHD in the Classroom: How to Support Students with Attention-Deficit/Hyperactivity Disorder - Waterford.org

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Check out this classroom guide on understanding and providing support or accommodations to elementary school students with ADHD.

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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.

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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.

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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

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Strategies to Support ADHD in the Classroom - Learning Links

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Classroom adjustments to help students with ADHD reach their full learning potential. Here are some simple strategies for teachers to try.

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Parenting a Child with ADHD, Age by Age: How to Give Support

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Parenting a child with ADHD requires different types of support depending on the child’s age. Here’s tips for parenting young children, older children, and teens with ADHD.

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While ADHD is believed to be hereditary, effectively managing your child's symptoms can affect both the severity of the disorder and development of more serious problems over time. Early intervention holds the key to positive outcomes for your child. The earlier you address your child's problems, the more likely you will be able to prevent school and social failure and associated problems such as underachievement and poor self-esteem that may lead to delinquency or drug and alcohol abuse. Although life with your child may at times seem challenging, as a parent you can help create home and school environments that improve your child's chances for success.

Here are some ways to get started.

Don't waste your limited emotional energy on self-blame. ADHD is a disorder in certain areas of the brain and is inherited in the majority of cases. It is not caused by poor parenting or a chaotic home environment, although the home environment can make the symptoms of ADHD better or worse.

Learn all you can about ADHD. While a great deal of information on the diagnosis and treatment of ADHD is available, not all of it is accurate or based on scientific evidence. It is up to you to be a good consumer and learn to distinguish the accurate information from the inaccurate. How can you sort out what will be useful and what will not? In general, it is good to be wary about ads claiming to cure ADHD. Currently, there is no cure for ADHD, but you can take positive steps to decrease its impact. In addition, pay attention to the source of the information. If you're using the Internet, stick with reputable websites such as government (for example CDC), nonprofit (such as CHADD) or university resources (those that end in .edu).

Make sure your child has a comprehensive assessment. To complete the diagnostic process, make sure your child has a comprehensive assessment that includes medical, educational and psychological evaluations (involving input from your child's teacher) and that other disorders that either mimic or commonly occur with ADHD have been considered and ruled out.
How to help your child succeed at school

Become an effective case manager. Keep a record of all information about your child. This includes copies of all report cards, teacher notes, disciplinary reports, evaluations and documents from any meetings concerning your child. You might also include information about ADHD, a record of your child's prior treatments and placements and contact information for the professionals who have worked with your child.

Form a team that understands ADHD and be the team captain. Meetings at your child's school should be attended by the principal's designee as well as a special educator and a classroom teacher that knows your child. You, however, have the right to request input at these meetings from others that understand ADHD or your child's special needs. These include your child's physician, the school psychologist, and the nurse or guidance counselor from your child's school. If you have consulted other professionals, such as a psychiatrist, psychologist, educational advocate or behavior management specialist, the useful information they have provided should also be made available at these meetings. A thorough understanding of your child's strengths and weaknesses and how ADHD affects him or her will help you and members of the team go on to develop an appropriate and effective program that takes into account his or her ADHD.

Learn all you can about ADHD and your child's educational rights. The more knowledge you have about your child's rights under the two education laws, the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act, the better to maximize his or her success. Each state has a parent technical assistance center that can help you learn more about your child's rights (visit http://www.parentcenterhub.org/ptacs/ to find the center in your state).

Become your child's best advocate. You need to represent and protect your child's best interest in school situations, both academic and behavioral. Become an active part of the team that determines what services and placements your child receives in an Individualized Education Plan (IEP) or Section 504 plan. See Education for Individuals with ADHD for more information.

Communicate regularly. Adopt a collaborative attitude when working with your child's team-after all, everyone has the same goal, to see your child succeed! Let your child's teachers know if there are some major changes going on in your family since your child's behavior can be affected. Invite the teachers to contact you with any issues or concerns before they become a problem. Having open lines of communication between you and the school will help your child.

How to make life at home easier

Join a support group. Parents will find additional information, as well as support, by attending local CHADD meetings where available. You can find the nearest chapter to your home using the chapter locator.

Seek professional help. Ask for help from mental health professionals, particularly if you are feeling depressed, frustrated or exhausted. Helping yourself feel less stressed will benefit your child as well.

Work together. It is important that all of the adults that care for your child (parents, grandparents, relatives and babysitters) agree on how to handle your child's problem behaviors. Working with a professional, if needed, can help you better understand how to work together to support your child.

Learn the tools of successful behavior management. Behavioral techniques have been widely established as a key component of treatment for children with ADHD. Parent training will teach you strategies to change behaviors and improve your relationship with your child. CHADD offers the Parent to Parent Program, which provides basic education on many facets of ADHD. You can also identify parent training programs in your community through your local parent information and resource center (www.parentcenterhub.org/ptacs/).

Find out if you have ADHD. Since ADHD is often inherited, many parents of children with ADHD discover that they have ADHD when their child is diagnosed. Parents with ADHD may need the same types of evaluation and treatment that they seek for their children in order to function at their best. ADHD in the parent may make the home more chaotic and affect a parent's ability to be proactive rather than reactive.

Parent training will help you learn to:

Provide clear, consistent expectations, directions and limits. Children with ADHD need to know exactly what others expect from them. They do not perform well in ambiguous situations that don't specify exactly what is expected and that require them to "read between the lines." Working with a professional can help narrow the focus to a few specific behaviors, help you set limits and consistently follow through with consequences.

Set up an effective discipline system. Parents should learn proactive-not reactive-discipline methods that teach and reward appropriate behavior and respond to misbehavior with alternatives such as time outs or loss of privileges. Communicate with the other people who care for your child and work to be as consistent with behavioral techniques across settings and caregivers as possible.

Help your child learn from his or her mistakes. At times, negative consequences will arise naturally out of a child's behavior. However, children with ADHD have difficulty making the connection between their behaviors and these consequences. Parents can help their child with ADHD make these connections and learn from his/her mistakes.

How to boost your child's confidence

Set aside a daily special time for you and your child. Constant negative feedback can erode a child's self-esteem. A special time, whether it's an outing, playing games or just time spent with your child in positive interaction, can help fortify your child against assaults to self-worth.

Notice your child's successes, no matter how small. Make an effort to notice when your child is paying attention well or doing what s/he is supposed to be doing. Tell your child exactly what she/he did well. This can improve your child's self-esteem and teach him/her to notice gradual improvements, rather than being too hard on him/herself.

Tell your child that you love and support him/her unconditionally. There will be days when you may not believe this yourself. Those will be the days when it is even more important that you acknowledge the difficulties your child constantly faces and express your love. Let your child know that you will get through both the smooth and rough times together.

Assist your child with social skills. Children with ADHD may be rejected by peers because of hyperactive, impulsive or aggressive behaviors. Parent training can help you learn how to assist your child in making friends and learning to work cooperatively with others.

Identify your child's strengths. Many children with ADHD have strengths in certain areas such as art, athletics, computers or mechanical ability. Build upon these strengths, so that your child will have a sense of pride and accomplishment. Make sure that your child has the opportunity to be successful while pursuing these activities and that his strengths are not undermined by untreated ADHD. Also, avoid, as much as possible, targeting these activities as contingencies for good behavior or withholding them, as a form of punishment, when your child misbehaves.

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While ADHD is believed to be hereditary, effectively managing your child's symptoms can affect both the severity of the disorder and development of more serious problems over time. Early intervention holds the key to positive outcomes for your child. The earlier you address your child's problems, the more likely you will be able to prevent...

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Parenting a child with ADHD includes finding the right combination of treatments and strategies for your kid's specific needs. But first, it's vital to get a proper diagnosis.

Parenting a child with attention deficit hyperactivity disorder (ADHD) can be challenging.

It may seem to you like they always lose something, fidget or talk constantly, don't listen to (or want to do) what you say, and can't stay focused. Plus, they may take risks that may not be safe for them or others. As a parent, it's not always easy to keep up with, much less stay one step ahead of, a kid like this.

Still, as hard as it may be at times to raise kids who have ADHD, you can take comfort in knowing that you're not alone. ADHD is the third-most-common mental health disorder in children worldwide. In the United States alone, over 6 million kids have ADHD.

Whether your kid has recently been diagnosed or has been living with the condition for a while now, there are many ADHD management strategies for parents that can make your life, and your child's life, easier and happier.

Whether you were the one to notice your child's ADHD or not, seeking a professional evaluation is key to understanding exactly what's going on.

Sometimes, what looks like ADHD could be another condition. Only a professional - such as a neurologist, neuropsychologist, or mental health professional - can determine if your child's symptoms are due to ADHD, another condition, or more than one condition.

In fact, when evaluating your child for ADHD, doctors must rule out 16 conditions or groups of conditions that have symptoms similar to ADHD. So, it's important to find a professional who is familiar with the latest research and theories about ADHD.

If you don't know where to begin your search, consider:

searching online for local ADHD clinics or evaluators who specialize in ADHD

asking your child's pediatrician or teacher for references

asking other parents who've had their child evaluated if they liked or disliked the evaluator and why

contacting national organizations to find local service providers

asking psychology professors at your local college for references

Getting a diagnosis is only the beginning. ADHD doesn't look the same in everyone, even if they have the same type of ADHD.

Before you can really help your kid with their ADHD, educate yourself about your child's specific diagnosis, what their symptoms look like, and how ADHD can impact their life at home and school.

To help you get started, we've put together a comprehensive guide with ADHD resources, including book recommendations, ADHD organizations, podcasts, and more.

Children with ADHD are more likely to have other conditions as well.

These co-occurring conditions can make it harder to treat ADHD. They can also make it harder for parents and teachers to understand exactly why their child is acting a certain way.

If your child is diagnosed with a co-occurring disorder, you'll also need to learn what that looks like with ADHD and how it may affect your child.

Some of the most common co-occurring disorders are:

Oppositional defiant disorder (ODD). People with ODD may repeatedly act out or lose their temper.

Conduct disorder (CD). People with CD have a pattern of aggression toward others.

Various learning disorders (LD). Many children with ADHD also experience learning disorders like dyslexia, dyscalculia, dysgraphia, and others.

Anxiety. Children with ADHD are at a high risk of developing an anxiety disorder, compared with children without ADHD.

Depression. Children with ADHD are at a high risk of developing depression, compared with children without ADHD.

For most children, the best ADHD treatment involves some combination of several things:

Behavioral therapy. Approximately half of all children with ADHD also have behavior problems. One of the most common forms of this therapy is called cognitive behavioral therapy (CBT).

Psychotherapy. Talk therapy can give your child a safe place to talk about their feelings and the challenges they may face living with ADHD.

Social skills training. Either you or a therapist can help your child learn the skills they need to form and maintain good relationships with other kids.

ADHD medication. Medication for ADHD is more common than you think. About 75% of children with ADHD received medication as part of their treatment plan. Plus, the American Academy of Pediatrics recommends combining medication and therapy for best results.

It's very likely that your child will qualify for certain school services and accommodations because of their ADHD. These may include:

behavioral plans

extra time on tests

help with organization

positive reinforcement and feedback

modified instructions and assignments

movement breaks

To receive these services, the school will do an assessment of your child. If they believe your child qualifies for services, they will invite you to a meeting to discuss possible accommodations.

Depending on your child's needs, they'll receive an Individualized Education Program (IEP) or a 504 Plan.

An IEP plan is only given to children with ADHD if their condition, or additional conditions, impact their ability to learn. That means that the child requires special education services. It's a detailed document that outlines your child's diagnosis, needs, accommodations, recommended services, and anything else relevant.

On the other hand, a 504 Plan is intended for children who can learn within a general education environment but with some extra help or modifications.

If your child's school hasn't reached out to you about an assessment, don't hesitate to ask them to perform one. In some cases, it may be best to put your request in writing to ensure the school district takes the request more seriously.

ADHD parenting can be even harder when you may have difficulties with managing your own ADHD. If your child has ADHD, there's a chance they inherited it from their biological mother or father, respectively.

In his book " Taking Charge of ADHD," Russell Barkley explains that parenting a child with ADHD when your own ADHD is undiagnosed or untreated may cause significant additional challenges.

You may fight with your child more, feel more stressed, and even increase your child's risk for injury due to inattentiveness caused by your own ADHD.

Here's what Barkley suggests you can try:

Get your or your partner's ADHD diagnosed and treated.

Take a behavioral parent training class.

Assign homework duties to the parent without ADHD.

Take turns managing the children in the evening.

When possible, have the parent without the condition handle time-sensitive events like school projects, doctor's appointments, etc.

If you're the parent with ADHD:
Go to a quiet room if you're feeling overwhelmed by your child.

Set timers for yourself to check in on your children and make sure they are safe and doing an appropriate activity.

Create weekly breaks from your child or children to recharge.

Praising your child for a job well done is always a great way to encourage them to do that good thing again. But researchers have found that praise may be even more meaningful for children with ADHD.

In fact, when you praise a child with ADHD, they'll improve even more than their neurotypical peers because they're more motivated by the possibility of receiving a reward.

This is called positive reinforcement. If you're unsure exactly what that should look like, there are plenty of examples of positive reinforcement to get you started.

Is your child struggling to get dressed and out the door on time? Do they forget to brush their teeth or put their laundry in the hamper?

Positive reinforcement can also come in the form of a rewards system to improve these behaviors.

One way to create this system is to select a few daily tasks that you'd like your child to do and put them on a chart. Next, figure out their "currency." What motivates them the most? This could be toys, a special dessert, or even money.

Each time your child performs their task, they earn points toward a reward or receive a small part of the reward.

While stopping an activity your child enjoys, like playing a video game or watching a show, and switching to a task they should be doing instead may lead to resistance from any kid, it can be even harder for children with ADHD. These transitions can lead to negotiations, refusal, or outright tantrums.

To make it easier on everyone, try preparing your child for the transition in advance by doing one of the following:

Review the daily schedule with your child so they'll have an idea of what's going to happen when.

Remind your child or set a timer to go off 5 minutes before the transition, 1 minute before the transition, and again at the time of the transition.

Mark the transition by doing something like checking off the activity they just finished.

Praise or reward them for a smooth transition.

Contrary to popular belief, technology can make parenting - including ADHD parenting - easier.

Smartphones, tablets, apps, or digital virtual assistants (like Alexa or Google Home) aren't just for entertainment. With a little preparation, they can become excellent tools to help manage some of the symptoms of ADHD.

Managing time blindness

If your child is unable to track the passing of time, set timers, alarms, or reminders. This can help with everything from taking their medication to when they need to get ready to leave the house.

Making lists

If your child tends to forget what they need for soccer practice, even though it's always the same five things, making a list can be helpful. But, because they're more likely to lose a paper list, storing it on their phone or with a digital virtual assistant may be a better choice.

Managing anxiety or depression

There's an app for just about everything these days, especially when it comes to ways to manage anxiety or depression, common co-occurring conditions with ADHD. You may have to go through a few to find one that clicks with your child, but once they find their app, they can access it whenever they need it.

Practicing mindfulness

Researchers have found that mindfulness interventions may help reduce core symptoms of ADHD. Apps and websites for meditation are an excellent way to begin a mindfulness practice.

While there are over 100 apps designed for ADHD, don't feel constrained to just those options. Use the technology that works best for your child and their symptoms or difficulties.

The daily discussions to get your child to do their homework or study may put a dent in your relationship.

Most likely, your kid isn't trying to be defiant. Instead, they may lack the executive functioning skills needed to get started, focus, follow directions, complete assignments, and more.

One of the best ADHD management strategies for parents of tweens and teens is an ADHD coach (also called an executive function coach). They can help build your kid's motivation and self-esteem, which may improve your parent-child relationship as well.

The coach takes over the task of getting your child to complete their work and teaches them the skills necessary to do it on their own. They'll also work with you to create systems and schedules so that you can support your child in a positive way.

You can search for ADHD coaches online or ask your child's pediatrician or school counselor, or members of local support groups for suggestions.

Dealing with kids with ADHD requires a specific set of skills that don't come naturally to most parents. This doesn't make you a bad parent, it just means that you'll be an even better parent if you learn how to parent a child with ADHD.

In a 2019 study, parents who received behavioral parent training (BPT) felt less stress and experienced fewer problems with their child refusing to do chores, homework, and more.

BPT will help you create age-appropriate rules and positive reinforcement strategies that will work. It will also help you learn how to:

create a good daily routine

give specific directions

reduce choices and distractions

set achievable goals with your child

work with your child's teacher on behavioral strategies

If an internet search for "behavioral parent training near me" doesn't give you the results you need, consider asking your child's pediatrician, therapist, school counselor, or members of local ADHD support groups for possible referrals.

Learning how to parent a child with ADHD all begins with a proper diagnosis and taking the time to understand your child's specific needs.

Finding the right ADHD management strategies may take some trial and error. But once you learn how to deal with your kid's ADHD and help your child manage their condition, life will get easier.

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ADHD Parenting: 12 Tips to Tackle Common Challenges

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Parenting a child with ADHD includes finding the right combination of treatments and strategies for your kid's specific needs. But first, it's vital to get a proper diagnosis. Parenting a child with attention deficit hyperactivity disorder (ADHD) can be challenging.

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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.

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Parenting a Child With ADHD (for Parents)

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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.

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Parenting is hard. It's rewarding, yes. But also difficult, demanding, and draining. When caregivers have ADHD, the challenges of parenting seem to multiply in number and intensity. ADHD symptoms like inattention, impulsivity, and emotional dysregulation inevitably impact the daily rhythms and responsibilities of parenting, not to mention the relationships we forge with our children as they grow.

From diapers to driver licenses, here's advice for parents with ADHD on simultaneously managing their symptoms while raising happy, healthy, well-adjusted children.

How ADHD Impacts Parenting Skills

Parenting requires the daily, dependable execution of non-novel, repetitive tasks, a combination that's kryptonite for adults with core ADHD deficits including fluctuating attention and poor working memory. More broadly, ADHD impacts these core facets of parenting:

Emotional availability: When children are experiencing big feelings or challenging situations, they look for guidance and protection from their parents. But with ADHD and its own emotional dysregulation, it's tough to be consistently present and focused to support a child's emotions.

Relationship-building: The parent-child bond is the nexus of any healthy family dynamic. But many parents with ADHD struggle to stay engaged and interested while spending time with their child, especially if Candy Land is involved.

Planning ahead for problematic situations: Parents are continuously making time and space to reflect on what's been challenging for their family, and how they can alter plans, procedures, and schedules for future success. But caregivers with ADHD often lack the executive function skills to do this high-level analysis, planning, and execution. Impulse control deficits may also cause parents to lash out and complicate already-challenging situations.

Organizing supplies and schedules: Managing family logistics and routines requires unwavering organizational skills, a known difficulty with ADHD.

Keeping children safe: Parents need the attentional capacity to monitor their children, whether toddlers or teenagers, without distraction.

Shaping positive behavior: Positive reinforcement helps establish good behavior, but it requires parents to "catch" and praise their children quickly and with meaningful details.

Staying regulated in challenging situations: Emotional dysregulation, impulsivity, and intense emotions are part of the ADHD experience, which makes "calm" elusive in many ADHD households. Managing stress is also an issue for many parents with ADHD.

Setting boundaries and giving consistent consequences.

Parenting with ADHD: Tailored Approaches for Spirited Families

The charts below highlight critical areas in each of the four childhood developmental stages, plus strategies for caregivers with ADHD to employ for each.
[Free Parenting Guide for Moms & Dads with ADHD]
ADHD Parenting Skills: Early Childhood (Ages 2 to 5)

ADHD Parenting Skills: Elementary School (Ages 6 to 10)

ADHD Parenting Skills: Middle School (Ages 11 to 13)

ADHD Parenting Skills: High School (Ages 14 to 18)

ADHD Parenting Skills: Self-Care Checklist

The only way to reliably, genuinely care for your child is to practice regular self-care. You need not do the following activities perfectly, but make sure you're paying attention to them:
Basic Wellness Tasks

Eat regularly

Hydrate

Find and cultivate social support

Keep physical- and mental-health appointments

Self-Care Skills to Develop ADHD Interventions and Strategies The content for this article was derived from the ADDitude Expert Webinar "Caregivers with ADHD: How to Help Your Children Thrive While Meeting Your Own Challenges"[Video Replay & Podcast #367] with David Anderson, Ph.D., which was broadcast live on August 10, 2021.
Parents with ADHD: Next Steps

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A Survival Guide for Parents with ADHD: Strategies from Preschool to High School

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For any parent with ADHD, raising children, managing a household, and maintaining emotional health is a Herculean task. ADHD impacts nearly every facet of parenting, so caregivers with the condition need distinct tools and resources to manage their symptoms and effectively meet their kids' needs through every developmental phase.

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Supporting a student with ADHD in the classroom

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CLASSROOM SUPPORT FOR ADHD - Search Videos

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Parent Support tips for a child with ADHD