ADHD: Strategies

What might you see?

A free-flowing, non-restricted, non-linear way of thinking. Individuals can generate many ideas and varied and creative solutions to a problem.

What are the opportunities?

• People with ADHD can be very creative both in the way they think and in other disciplines such as the arts. Considering this when planning tasks can support pupil engagement. Regularly engaging with something they are good at can improve their sense of success, value, and purpose.
• Stories That Never Stand Still is a book (available as a free online resource) created by people with ADHD. Each author shares their lived experience in a unique and creative way. It can be useful both as a way to learn and empathise and as starting point for direct work with children and young people.
• Pupils are often able to explain their ideas in detail verbally but may find it more difficult to write them down. Providing alternative ways of recording information like voice notes, word processors or mind maps can help with assessing what they know.

What are the challenges?

• An ADHD brain often thinks outside the box. This is valuable in some contexts, and it can be challenging in the classroom when completing certain tasks. When planning, consider a balance of activities. Activities such as debating, and investigation tasks can be particularly engaging as they allow for more creative and divergent thinking. Tasks will need to be broken down in to clear steps. Task schedules [Size: 78 KB, File: PDF] are helpful.

What might you see?

A state of intense concentration. A Hyperfocus state usually happens when focussing on something of particular interest.

What are the opportunities?

• Hyperfocus means that people with ADHD can get a lot done in a short space of time. Research projects based on an area of interest can be particularly engaging.
• Being in a Hyperfocus state can be a very powerful self-regulation tool. Allowing pupils time during the day to dedicate to an area of interest can calm the nervous system. This can give greater capacity for self-regulation in more challenging and stimulating situations.

What are the challenges?

• People with ADHD cannot always control what they Hyperfocus on or when. It might be difficult for pupils to regulate attention away from a particular topic or thought process. Time limits with visual support can encourage individuals to engage in tasks that are not as interesting to them for longer periods.
• Being interrupted or moving attention away from a task of interest can be difficult for someone with ADHD. Knowing pupils' interests and where this may occur can help. Giving a little flexibility and take up time when switching tasks will be supportive.

What might you see?

Individuals with ADHD often have a desire to seek out new information and experiences. They may also have a unique ability to become easily interested in and excited about new things.

What are the opportunities?

• Pupils with ADHD can often display an ‘all or nothing’ way of thinking. If they are all in, it is easy to engage them deeply with a topic. Consideration of ways to motivate them will be required if it is something they find less interesting. Metacognitive strategies can be helpful here.
• They can learn a lot very quickly about something that inspires them. Opportunities to teach peers or younger pupils what they know promotes inclusion.
• Novelty is an effective way to engage an ADHD brain. New technology, different topics or developing a new skill can capture attention.
• Pupils with ADHD can be competitive, and this can be a good way to motivate them. Games, challenges, and goals can help pupils approach a task enthusiastically.
• Pupils with ADHD often have a broad general knowledge and deep understanding of certain topics. Taking time to gauge what they already know can often be surprising and interesting.

What are the challenges?

• People with ADHD often have to dig deep every day to complete tasks others find easy. Tasks that appear easy to someone who is neurotypical may not be easy for someone with ADHD. Recognising and praising their courage and persistence in the face of adversity can develop a more positive sense of self.
• Pupils may ask a lot of questions. It can also be difficult to regulate attention away from a topic they are curious about. The volume of questions can be difficult to answer in the classroom. Consider giving explicit opportunity to come back to the topic later. Ask them to ‘hold that thought’ and write their questions down.
• Calling out or interrupting may happen often. Consider how much of this can be ignored and be explicit about the adjustments and boundaries. A discrete signal to indicate the pupil has exceeded the reasonable adjustments is useful. A short time out or movement break may help a pupil re-regulate in this situation. Modelling good self-regulation can also support a child with ADHD to understand appropriate behaviour. 
• Pupils may work very hard to demonstrate their enthusiasm in their work. The product may not always reflect this. Opportunities to record work in a way that works for them, acknowledgment of effort rather than product and praise for engagement with a topic is helpful.

What might you see?

Being neurodivergent can make it more difficult to navigate the world. It is not clear whether these traits are adaptive or whether they are inherent.

What are the opportunities?

• People with ADHD are 300% more likely to start their own business. When they have an idea, they can be persistent in achieving their goal. Consider giving opportunities to use these skills on school councils or in other pupil voice groups.
• Pupils with ADHD can focus on challenges that engage them for long periods of time. They can be persistent until the challenge is completed. Giving the opportunity to engage with things that capture their imagination is the key to this.
• Many neurodivergent people have made a significant impact in society. Using role models in the curriculum, with explicit reference to their neurodivergence, can support pupils to view themselves more positively. Here are some examples of neurodivergent role models [Size: 619 KB, File: PDF].

What are the challenges?

• People with ADHD often have to dig deep every day to complete tasks others find easy. Tasks that appear easy to someone who is neurotypical may not be easy for someone with ADHD. Recognising and praising their courage and persistence in the face of adversity can develop a more positive sense of self.
• Capacity to show courage, resilience and determination can vary from day to day. Hormone cycles, amount of sleep and the day’s activities can affect how much capacity someone has left.  It can be helpful to look at a pupils’ timetable with them and ask them to indicate whether the lesson or activity has a red, amber or green rating.  If adjustments can be made to the areas of the timetable rated red, regulation may be improved.  This may also help the pupil manage the amber parts of their day more effectively
• Pupils with ADHD can often have low self-worth and perfectionist traits. Recognition and praise for their achievements is especially important. What they produce may look different to a what neurotypical pupil would produce, but it does not mean they have not worked as hard.

What might you see?

Difficulties with the cognitive processes that organise thoughts and activities, prioritises tasks and makes decisions.

What are the opportunities?

• People with ADHD can often use their divergent thinking to compensate for executive functioning problems. Educating pupils about executive function can help them develop meta-cognitive strategies that work for them.
• Using visual strategies like lists, task schedules and brain dumps can be supportive.
• Pupils with ADHD often have a lot of ideas. Writing frames [Size: 333 KB, File: PDF] can support with ordering these.
• Collaborative learning opportunities can support pupils with ADHD. 

What are the challenges?

• It is tiring navigating a world with executive function difficulties. A task appearing easy to someone who is neurotypical does not make it easy for the pupil with ADHD. It also does not mean they are not trying. Individuals with ADHD are prone to burnout. They may have less capacity for other activities because they work harder on basic tasks. You may notice their capacity reduces significantly towards the end of term. Ensure support with organisation of tasks, regular breaks, and opportunities to do things they are good at are in place to provide balance.
• Pupils may struggle to sustain effort on a task. Tasks that involve sequencing, working memory and organising information often require intense effort for someone with ADHD. Break tasks down into chunks, allow rest or movement breaks and provide structure and scaffolding.
• Difficulty making decisions is common for people with ADHD. It is particularly challenging when there are multiple options and possibilities. People with ADHD are prone to rumination or anxiety about making the wrong decision. Try limiting the number of options given and provide clear structures to tasks.

What might you see?

Intense emotions, deep feelings and ADHD are strongly connected. 

What are the opportunities?

• Individuals with ADHD are often very sensitive to others’ emotions. They can have a greater capacity to empathise and notice what others are feeling.  Some people with ADHD may even experience other peoples' emotions as if they were their own. They may be aware this is happening but often are not.
• They are often excellent advocates and can find it difficult to perceive injustice or another persons’ distress without speaking up. Opportunities to mentor other pupils can use and develop these skills.
• They can be loyal friends. Support from a trusted adult to unpick difficult situations is vital to navigate friendships. Whilst commonly associated with autism, visual ways to explore social situations, like Comic Strip Conversations [Size: 138 KB, File: PDF] and Social Stories [Size: 117 KB, File: PDF], can also be helpful for pupils with ADHD.
• The National Autistic Society provides additional, useful guidance on both tools.

What are the challenges?

• To others, their emotional responses can seem disproportionate to the situation. This can have an impact on relationships. It is important to accept their view of the situation and empathise with them.
• Rejection Sensitivity Dysphoria (RSD) is not yet an official diagnosis. However, individuals with ADHD often strongly relate to this as a description for their experience. RSD is characterised by extreme emotional sensitivity and pain triggered by the individuals’ perception that they have been rejected or criticised. It may also be triggered by falling short of an individual’s own standards. This may look like a fight, flight, or freeze response. Co-regulation with a trusted adult can help with intense emotions. Reassurance can happen once the pupil is well regulated again. Helping children self-regulate – a guide [Size: 210 KB, File: PDF].

What might you see?

Individuals with ADHD are often hyperaware of and sensitive to physical, emotional, and sensory stimuli. This can have an impact on the nervous system and can lead to neurobiological responses, like a fight, flight or freeze state

What are the opportunities?

• Simple things to reduce sensory input can be helpful. For example, noise reducing earphones or earplugs. There are some on the market that go inside the ear which are more discrete for older pupils.
• Movement can be very regulating. Opportunities to walk or exercise can calm the nervous system and contribute to wellbeing.
• Opportunities to learn and play outdoors, like Forest School, can be valuable for children with ADHD of all ages.  There are many researched and reported benefits to outdoor learning for children at all phases of education. Providing regular opportunities to be in nature can support nervous system regulation.
• Pupils with ADHD usually seek connection with others. Humans are wired for connection. Developing a positive, trusted relationship with an adult in school is a key part of success. The adult can co-regulate during times of dysregulation and support with reflection and repair after difficult events have happened. It is important the adult values and listens to the pupil and the pupil feels liked by them. The adult doesn't need to fix every problem they bring to them. Sometimes empathising with a situation and validating the pupil's experience is enough.

What are the challenges?

• Individuals with ADHD can be easily overwhelmed and overstimulated by everyday life. External environmental and internal stressors can build up and cause the nervous system to enter a flight, flight or freeze state. This can lead to chronic stress and nervous system burnout. It is important the adult values and listens to the pupil and the pupil feels liked by them. The adult doesn't need to fix every problem they bring to them. Sometimes empathising with a situation and validating the pupil's experience is enough.

What might you see?

People with ADHD often have a different perception of the passing of time.

What are the opportunities?

• Individuals with ADHD can achieve a flow state when working on something of particular interest. This is when all attention is directed towards the task and thoughts of time, themselves, or their performance fall away. It can be very beneficial for wellbeing.
• Someone with ADHD may work well with deadlines and time limits. They can often achieve a lot in a short space of time.

What are the challenges?

• People with ADHD often struggle with the perception of the passing of time. This can be inaccurate estimation of how long has passed and difficulty identifying how long something will take. It can mean children and young people with ADHD genuinely find it difficult to eat, drink and use the toilet during an allotted break or lunchtime slot. Consider support that will help them develop a routine around these things.
• When an event is coming up a person with ADHD can get stuck in ‘waiting mode.’ The event could be something different in the school day like an assembly, music lesson or school trip. It can make it more challenging to settle to other tasks or do other things they are required to do before the start of the event. This can be caused by a variety of things but having little or no concept of the passing of time, anxiety and attention regulation may contribute. Visual timetables and timers will support task completion.