Supporting Students with ADHD: Recognising Signs and Effective Classroom Strategies
By Cierra Olsen
Introduction
Attention Deficit/Hyperactivity Disorder, otherwise known as ADHD, is one of the most prevalent mental disorders affecting young people today. As stated by the ADHD foundation, 1 in 30 students are diagnosed and symptoms are commonly present even before the age of 12. ADHD is defined by the National Health Service as a disorder that affects people's behavior, makes individuals restless and impulsive, and reduces their ability to concentrate. In schools, this can take the form of not paying attention in class, daydreaming, or consistently interrupting the instructor. As such, it is crucial for parents, carers, and teachers to understand what ADHD looks like in students so we can better help children succeed in their education.
ADHD vs Outside influence
ADHD is one of the first suspected issues when a child is disruptive or unable to engage in the classroom. However, while it is true behaviors such as not being able to sit still may point to ADHD, this is not always the case. These habits may have a deeper issue, such as issues with previous development or complications at home. Children who do not receive adequate attention in their home life may very well act up at school simply to get their friends or teachers attention – even if it is not positive attention. Additionally, an inability to pay attention could also point to other mental illnesses or disorders, such as Generalized Anxiety Disorder or dyslexia.
It is important to note that children, in general, are not accustomed to sitting still and being quiet. An ADHD diagnosis only needs to be considered when the behavior becomes extreme and disruptive to daily functioning.
ADHD symptoms
The three behaviours associated with ADHD are inattentive behaviour, hyperactive behavior, and impulsive behaviour.
Inattentive behaviour, as stated in the name, is when a student is unable to pay attention to instructors or to a singular topic for a continuous period of time. This can show up as missing assignments, daydreaming in class excessively, difficulty following instructions, or consistently losing items such as papers, backpacks, or laptops. This type of behavior is the most common type that comes to mind when people think of ADHD; therefore, it is quite easy to spot and there are numerous ways to help the student.
Hyperactive behaviour is an excessive inability for the student to remain in place for a period of time. This can manifest as squirming in their seat, running and climbing inappropriately, chronic impatience, or fidgeting. These children constantly need to be on the move and have an excessive amount of trouble staying still and focused.
Finally, impulsive behaviour can demonstrate itself as an inability to stay quiet. These students may shout out in class, interrupt their peers and teachers, or talk excessively for long periods of time. They often act and speak without thinking, which can lead them into trouble. Impulsive behavior and hyperactive behavior are often seen together. It is known as the hyperactivity-impulsive type, according to the ADHD Center, the UKs top ADHD assessment and treatment clinic.
How to help
Many instructors recount that dealing with a child with ADHD is frustrating. Of course, it is never going to be easy teaching a child that constantly seems distracted. It is important to understand, though, that the child is not trying to be disruptive or hard to work with and there are certainly tactics and strategies educators can use to better handle a student with ADHD.
Firstly, try to understand the student. Children with ADHD often feel left out of their peer groups and have a hard time fitting in. This is because their minds are often going a mile-a-minute and they may find it hard to socialize. Talking to your student and approaching them with patience and understanding could make a world of a difference.
Secondly, develop a regular schedule and routine with the student. Children with ADHD greatly benefit when they know what to expect from their day and they have a structure to follow. Constant changes and unfamiliar situations can cause anxiety in the student and may even make their ADHD worse.
For children who have issues with memorisation, try and create fun and new ways to memorise. For example, color coding vocabulary words, mnemonics for certain events or phrases, visual maps, or picture books, are all great ways to boost a young persons memory. Children are better able to remember when the material they are learning is entertaining and interesting; therefore, instructors should teach their material in as many creative ways as they can.
Lastly, it is important to consider where children with ADHD sit in the classroom. Placing them next to the wrong student or in a distracting corner could harm their ability to learn. According to the ADHD foundation, students with ADHD would do well sat alone and slightly away from their peers. If this is not possible, place them near peers who are more likely to pay attention and stay quiet. Students should also sit in desks near the front of the classroom, away from doors and windows. These efforts combined can reduce distractions and better increase the chance of effective learning.
Conclusion
Teaching students with ADHD can be challenging. It is understandable that handling a child who is easily distracted, and who may easily distract others, can be frustrating and make the work of being an educator even more difficult. However, understanding the unique needs of students with ADHD and making small adjustments in the classroom can significantly impact their academic success. As ADHD gets more recognized globally, researchers are discovering new interventions to help children affected and help them live happier lives.
References:
https://www.nhs.uk/conditions/attention-deficit-hyperactivity-disorder-adhd/
https://childmind.org/article/whats-adhd-and-whats-not-in-the-classroom/