Ways To Help Students With ADHD In The Classroom

Medically reviewed by Melissa Guarnaccia, LCSW
Updated October 8, 2024by BetterHelp Editorial Team
A child’s teacher is often the first to suspect or recognize that a child may have attention deficit/hyperactivity disorder (ADHD). ADHD symptoms are often present in the classroom environment and can cause challenges that are not as easily identified at home. Although teachers are not usually qualified to diagnose children with ADHD, they can become a support system for parents and get the referral process moving. From first signs to diagnosis, developing a learning plan, and providing interventions, there can be many ways for parents and teachers to work together to help students with ADHD in the classroom. Parents may also benefit from speaking with a licensed therapist regarding possible interventions and parenting tactics.

Getty/AnnaStills
Supporting a child with ADHD can be challenging

Understanding attention deficit hyperactivity disorder

The first step for parents and teachers to help students with ADHD in the classroom is generally to learn as much as possible about the disorder. There can be many myths about attention-deficit/hyperactivity disorder, so it can be important that parents and teachers seek out reputable sources of information. For example, CHADD is a national resource center that provides helpful information about helping people with ADHD succeed in all aspects of their life.

According to the Centers for Disease Control and Prevention (CDC)people with ADHD tend to persistently manage periods of inattentiveness, hyperactivity, and impulsivity. As a result, young children, teens, and adults tend to experience difficulty with focus, impulse control, and emotional control.

There are three attention-deficit/hyperactivity disorder sub-types that usually present in different ways.

Primarily hyperactive

Children with this type of ADHD usually have trouble sitting still. They are often described as being “driven by a motor.” They may fidget, squirm, and experience difficulty with self-control or following classroom rules. This type of ADHD often looks like this:

  • Moving around a lot or having trouble staying in their seat
  • Running/climbing in inappropriate places
  • Impatience (trouble waiting for one's turn)
  • Excessive talking in class, unable to play quietly
  • Blurting out answers, interrupting the conversations or activities of the entire class
Children who show signs of primarily hyperactive ADHD in the classroom are usually much more likely to be diagnosed than those with other types of the disorder because it can be easier to recognize. However, it can be important for educators to understand that other types of ADHD exist that don’t necessarily present as hyperactive student behavior.

Primarily inattentive

Students with this form of ADHD are often stereotyped as scatter-brained, lazy, or daydreamers. In the classroom, they:

  • Are easily distracted or have trouble staying on track
  • Cannot seem to follow instructions, especially when they have multiple steps
  • Are messy and have difficulty staying organized/keeping up with things
  • Often fail to finish work, and what they do turn in is often filled with careless mistakes
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Combined

Children who exhibit symptoms from both categories typically have what is known as combined ADHD. To be officially diagnosed with combined ADHD, students must usually demonstrate at least six hyperactive symptoms and six inattentive symptoms.

Atypical ADHD symptoms in the classroom

Although the bullet points above can be common examples of how ADHD presents itself in the classroom, there can also be atypical representations that teachers should recognize as well.

Let's take Adelia as an example:

Adelia struggles to succeed in the classroom. Her test scores show higher-than-average intelligence, but for some reason, Adelia easily gets off task during lectures. Her teacher notices that she daydreams in class and seems a bit “ditzy” when she calls on her for an answer. The teacher is surprised by this since Adelia is one of the smarter students in the class. Although she's able to earn passing grades, Adelia is not reaching her full potential.

Worried about Adelia's progress, the teacher begins to monitor her a little more in class and when interacting with other students on the playground and at lunch. She notices that Adelia is struggling to make friends as other children find her “pushy” and “too talkative.”

Although she turned eight several months ago, Adelia does not appear to be as mature as the other girls in her class. She also tends to be overly emotional and is easily upset by things that would not bother most third-graders. When she gets upset, Adelia is never physically aggressive with the other girls. She is, however, verbally aggressive and tends to name-call. Her mood swings only add to her social challenges.

Thinking that she may have an underlying mood disorder or some type of learning disability, the teacher refers Adelia to the school counselor. Having seen the same subtle signs in children before, the counselor gets approval from Adelia's parents to perform a screener for ADHD. In the classroom, her teacher continues to monitor and make notes on a checklist.

A few weeks later, with the documentation from her teacher in hand, Adelia's parents take her to the doctor for an evaluation and are slightly surprised when she receives an ADHD diagnosis. 

Facts and research

Attention-deficit/hyperactivity disorder seems to be becoming more and more common, with over six million young people between the ages of four and 17 being diagnosed with the disorder. This can be seen as a 10% increase in the past two decades. 

Although symptoms typically present by age four or five, diagnosis often does not occur until age seven or later. At this point, children are usually in school for most of their waking hours. This alone can be one of the reasons why teachers often spot signs and symptoms of ADHD in the classroom instead of at home.

Getty/AnnaStills
Supporting a child with ADHD can be challenging

Although symptoms typically present by age four or five, diagnosis often does not occur until age seven or later. At this point, children are usually in school for most of their waking hours. This alone can be one of the reasons why teachers often spot signs and symptoms of ADHD in the classroom instead of at home.

Other things to know about ADHD can include the following:

  • Males are usually more likely to be diagnosed than females.
  • Children living in poverty may have an increased chance of being diagnosed.
  • English-speaking children may be at four times higher risk of ADHD diagnosis.
  • Although ADHD can affect children of all races, diagnosis rates among minorities seem to be on the rise.

ADHD and other disorders

Although ADHD does not typically cause children to develop other disorders or illnesses, a person with attention-deficit/hyperactivity disorder may be more likely to have a coexisting learning disability than someone without it. They may also be at increased risk of having the following:

  • A conduct disorder
  • Anxiety and/or depression
  • Bipolar disorder
  • Tourette's syndrome
  • Bed-wetting 
  • Substance misuse
  • Issues with sleep

If you are struggling with substance use, contact the SAMHSA National Helpline at (800) 662-4357 to receive support and resources. Support is available 24/7.

Being able to effectively pinpoint symptoms of both hyperactive and inattentive ADHD can be the first step in helping students who might be living with this disorder. In the classroom, teachers can also do the following:

Assist parents with diagnosis

If you see a problem, it can be best to ensure the parents are aware of it. Many teachers avoid talking to parents about classroom issues that might be ADHD because they do not want to upset them for fear of being wrong. Educators often see things that parents do not, so it can be important to bring up the things you notice and help parents through the diagnostic process by filling out requested paperwork thoroughly and within the timeframe requested. 

Put a plan into place

Many children with attention-deficit/hyperactivity disorder may not qualify for an Individualized Education Plan under the Individuals with Disabilities Education Act (IDEA) since ADHD is generally not one of the 13 specific disability categories covered by IDEA. This does not necessarily mean that there is no help for children in the classroom. 

Children who are substantially affected by ADHD in the classroom can be helped by section 504 of the Rehabilitation Act of 1973, which generally guarantees students with special needs the right to a “free and appropriate education.” Going through the channels to establish a 504 plan usually means coming up with classroom accommodations that can help students with ADHD be successful.

Follow the accommodations

If a child with attention-deficit/hyperactivity disorder has an IEP or 504 plan, teachers usually must follow these plans under the law. Accommodations can include changes to the typical teaching style, curriculum format, and overall learning environment of a classroom. 

There may be many types of accommodations that teachers can use to help students become more successful in the classroom. Some of these may need to be included in the student's individualized plan before they are used, or they may be considered an unfair advantage. Other accommodations can be offered to students across the board because they can be classified as best practices to help all children, not just those with ADHD.

These accommodations can include:

Environmental strategies

  • Structure and routines for homework, testing, etc.
  • Preferential seating away from distractions, like a quiet place near the teacher
  • Breaks of five to 10 minutes during long stretches of instruction and testing
  • A classroom with as few visual and auditory distractions as possible

Organization strategies

  • Writing out assignments
  • Adapting homework
  • Teaching study and organization skills
  • Reinforcing organizational systems (i.e., folders, color coding)

Classroom instruction/behavior strategies

  • Providing focus tools, such as a stress ball
  • Giving extra help during activities that take a lot of mental focus (i.e., writing an essay)
  • Repeating directions frequently
  • Providing extra time on tests and classroom activities
  • Helping students work on self-esteem and social skills

The best thing that teachers can do for students struggling with ADHD may be to offer empathy and support. Sometimes, just listening and letting a student know that you care can be all that they need.

Reaching out for professional support and help

As a parent of a child with ADHD, you may be faced with various challenges, including helping your child while empowering them to get the most out of their education. You may have a support system of family and friends who are available to listen to you and offer help.

However, this help may not always be enough to ease your stress, or you may need professional guidance in developing a plan for your family. A licensed therapist can be one such resource available to you in person or online. 

How online therapy can support parents

If you’re a parent of a child with ADHD, you may find value in working with a licensed therapist. An important part of caring for your child can be to take care of yourself, and online therapy can empower you to do so from the comfort of your home. 

Effectiveness of online therapy

Although not much research currently exists regarding the efficacy of online therapy in helping parents, research generally shows that online therapy is as effective as in-person therapy. Please don’t hesitate to reach out for the professional help you deserve.

Takeaway

Teachers can help students with ADHD in the classroom by looking out for signs of a potential disorder, keeping parents informed, helping to put a 504 or IEP plan into place, and carrying out accommodations. Showing students that they care about them and their success can also be valuable. Parents may wish to speak with a therapist in person or online to manage their own mental health and ensure that they are doing what they can to help their child thrive.
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