Instead, pick up on the positives! Let the individual know when their behaviour is great, and if they need some support with some difficult behaviour, use a firm but gentle tone of voice to reiterate boundaries.

Using software like widgets, or using pictures, to back up verbal information, will support communication. Also, as a school we use Signalong, which is a form of sign language that aids communication. When auditory processing can be hard, it is useful to have another way of understanding!

Having too much sensory input can show up as headaches, and feeling sick or unwell, as well as being more irritable and having more emotional outbursts.

1. Ear defenders, noise-cancelling headphones, or in-ear plugs, like Loops or Calmer earplugs by Flare audio, could be used to support with an overstimulating amount of noise.

2. Use sunglasses when it is too bright!

3. As adults, we can think about the sensory environment we are creating. For example, asking other students to use headphones on their laptops, turning off unnecessary stimuli or background noise and turning off lights if not needed.

4. Some students might need support in taking layers off or putting layers on - difficulties in temperature regulation can lead to sensory overload.

This can look like the opposite of sensory avoidant behaviour. Don't be fooled! Individuals can change from sensory seeking to sensory avoidant behaviour very quickly (and vice versa) due to fluctuating dopamine levels. People with ADHD commonly report a very small window in between being under stimulated and overstimulated, which can lead to mood swings.

This could also show up as putting things in the mouth/chewing things that aren't edible, making lots of noise/talking a lot or being very tactile.

1. Time to move. This could be in the form of extra playtimes, sensory breaks or sensory circuits, or even incorporating more movement into lessons, which will also support the learning of a child with ADHD, who are often kinesthetic learners.

2. Using equipment like the squeezing machine or lifting or moving heavy objects helps meet the needs of the sense proprioception. This means the awareness of where our body is in space. Tight (consensual) hugs meet this need, or using a weighted blanket.

3. Use fidget toys. There are so many to choose from that the individual can find what works for the best! An example could be a fidget spinner or a tangle. These can help the individual to listen or regulate.

This can also mean that those with ADHD often get intense, new hobbies for a very short amount of time.

This can be implemented by adults to support those with ADHD by altering tasks to suit the student's interests.

This urgency creates adrenaline, which in turn creates dopamine, which gives ADHDers the ability to get stuff done!

This can particularly help with tidying up (known for being very boring), but dividing the room and creating a race between 2 people can help create motivation for the individual.

Having too much attention can be called a hyperfocus. When a hyperfocus is happening, the individual may experience time blindness, and may neglect personal needs such as eating or going to the toilet.

Let's say a child has been on a computer, but now it's playtime. A very common trick that aids this transition between activities is a 5-4-3-2-1 countdown, or a sensory timer. Other ideas for this are completing a task until a song has finished. Sensory/movement breaks in between tasks can be useful for switching tasks also.

1. REWARD: Think about the reward for when the task is over. At school, this could be in the form of choosing a working towards before the session starts, and then earning stars towards that throughout the session.

2. ROUTINE: Having a routine for before jobs start can help the brain to switch into gear! This could be a sensory circuit, or completing a journal, or talk through zones of regulation/feelings before entering the class. This could also be a very small and achievable task, that will increase self esteem and dopamine levels pre-classroom.

3. Using the Interest/Challenge/Urgency/Novelty elements from the motivation section will improve ability to start tasks.

This could have some activities that help calm that particular person, or strategies for different feelings. This will be different for each person, and may need a trial and error situation, but here are some examples:

BLUE ZONE (sad/tired/hurt)

• weighted blanket

• time to talk with an adult

• lego/colouring

YELLOW ZONE (anxious/excited/silly)

• sensory break/movement break

• fidget toy

• listen to music

RED ZONE (angry/out of control)

• punching bag

• deep breathing

• space from others