This guide is general information for teachers and parents. A child’s diagnosis and treatment are for a qualified doctor or clinician to decide.
Children with ADHD often find it hard to sustain attention, organise tasks and control impulses, and a busy classroom makes all of these harder. The good news is that thoughtful adjustments help the child and often the whole class. Consistency matters more than any single trick.
What the research supports
The US Centers for Disease Control and Prevention describes behavioural classroom management and organisational training as school-based strategies shown to be effective for children with ADHD. Behavioural classroom management rewards positive behaviour, for example through a reward system or a daily report card. A meta-analysis of group studies found that daily behaviour report cards were associated with a reduction in teacher-rated ADHD symptoms in class, a modest but real effect.
Set up the classroom
- Seating. Seat the child close to the teacher and away from doors, windows and busy areas.
- Routine. Display a daily visual schedule and the class rules, and review them regularly. See visual schedules and first-then boards.
- Quiet zone. Offer a calm corner or flexible seating for focused work.
- Movement. Build in planned movement breaks and active jobs, such as handing out books.
Give instructions that work
- Give one instruction at a time, in short, clear sentences.
- Say it and show it. Write key steps on the board or on a card.
- Ask the child to repeat the instruction in their own words, to check they have taken it in.
- Use the child’s name first to get their attention.
Break work into smaller pieces
- Split long tasks into short parts, with a check or a small reward after each.
- Allow extra time for tasks and tests when needed.
- Provide a checklist for multi-step work, such as packing a bag.
- Teach organisation directly, for example how to use a planner or keep a tidy folder.
Use positive feedback
- Notice and praise the behaviour you want, immediately and specifically: “You started your work straight away.”
- Keep corrections calm, brief and private.
- Choose one or two behaviours to focus on at a time.
A daily report card
A daily report card is a short checklist of a few target behaviours, rated through the school day and sent home. It gives the child quick, clear feedback and keeps parents in the loop. Our guide to daily report cards explains how to set one up.
Work with parents
- Agree the targets together, and share what works at home and at school.
- Keep communication positive and regular, not only when there is a problem.
- Share the plan with every teacher who works with the child, including subject and activity teachers.
- Ask for the strategies to be written into the IEP. See how to write measurable IEP goals.
See also: Executive function: planning, organising and managing time and friendships and social skills.
Sources
- US Centers for Disease Control and Prevention, ADHD in the Classroom: Helping Children Succeed in School.
- The Effectiveness of Daily Behavior Report Cards for Children With ADHD: A Meta-Analysis, Journal of Attention Disorders, 2020.
- CHADD, School Interventions.
This guide is general information, not legal, medical or professional advice. If something here does not match your situation, please speak to a qualified professional.