By Natasha Binns, Clinical Psychology Registrar

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodivergent brainstyle characterised by differences with attention, reduced inhibition, and a higher need for movement and stimulation. Due to the nature of ADHD, it is often not identified in children until they begin attending school, where their neurodivergence can often conflict with the demands of the classroom environment.

Common Challenges ADHD Students Face in School Environments

Common challenges ADHD students face in the classroom fall under the 3 main areas below:

Executive functioning:

These are the skills used to manage everyday tasks and aid students in starting and getting tasks done. Challenges ADHDer’s may face in this area may involve difficulties with organisation of their belongings, time management/blindness, transitioning from one activity to another, holding information in their working memory, monitoring the work they are doing for accuracy, and with planning and breaking down larger tasks or assignments.

Attention and focus:

Challenges ADHDer’s may face in this area may involve difficulties with sustaining focus on low intensity stimuli, noticing and attending to instructions, distractibility by external or internal stimuli, procrastination, and hyperfocus on high intensity stimuli.

Behavioural and emotional regulation:

This is the area where challenges are most often noticed by those around ADHD students. Challenges ADHDer’s may face in this area may involve difficulties with restraining their impulses, noticing the impact of their behaviour on others, restlessness and higher energy levels, difficulty waiting their turn, and difficulties regulating their feelings and emotions.

The challenges above can often lead to social difficulties from their peers or from teachers, as this behaviour can often be perceived as “disruptive” or as ADHDer’s “misbehaving” in class

Strategies for Support and Learning

Classroom support for ADHDer’s to aid their learning should be made collaboratively with each student in mind, and aim to address the specific challenges that child is facing within the classroom. General supports provided will aim to either accommodate the student needs within the classroom or modify what is expected of the student or how information is presented to them. Some common school tips are outlined below:

Executive Functioning Strategies	Behavioural and Attentional Strategies
Simplifying instructions provided. Either providing instructions one at a time or providing concise, written/visual instructions	Minimising distractions. Seating children toward the front of the classroom, away from windows, and closer to the teachers.
Breaking down tasks with students. Breaking assignments into smaller tasks with clear deadlines for these.	Movement Breaks. Allowing short breaks for students to get up, stretch, go for a short walk before returning to work can aid them in reducing excess energy.
Modified assessments. Allowing extra time for assessments, exams, and tests, and having students complete these in a distraction reduced area.	Fidget toys and devices. Non-disruptive fidget toys or devices like stress balls or wobble chairs can aid their concentration.
Modified workload. Focusing more on the quality of the work produced rather than quantity of work completed.	Clear classroom rules and routines. Having these visually displayed and referred back to can aid students in remembering what is expected of them.
Organisational Aids. Providing checklists for students regarding what is needed for class or steps to complete for assignments.	Positive Reinforcement. Providing frequent and immediate praise for effort and positive behaviour.

 

ADHD Coaching and How it Can Help

ADHD coaching is a collaborative service that aims to help ADHDer’s understand their life experience, and provide them with practical support and strategies in a neuroaffirming environment. ADHD coaching is goal-centred and therefore tailored to each individual, and can help ADHDer’s by allowing them to better understand themselves, identify practical barriers to their success, and provide tailored strategies to aid them in overcoming these barriers. This helps to empower ADHDer’s, provide them with ADHD strategies, and create lasting change to achieve their potential.

At Spencer Health, we offer ADHD coaching provided by psychologists who integrate both mental health supports and ADHD coaching strategies. If you have a child or know someone who may benefit from this support, they can reach out to us at enquiries@spencerhealth.com.au or call us at 1300 779 243 to learn more about our services.