As a special education teacher and related professional in public schools for over 10 years, I have worked with many students with ADHD. There are so many thoughts about this disorder: it’s overdiagnosed, it’s only treated with medication, it can be treated holistically, and more. As an educator, it’s not our job to diagnose or treat, but to support and accommodate.
Students with ADHD literally have different brain chemistry than their neurotypical peers. With meaningful and evidence based interventions, they can and will SOAR in school.
Explicit teaching of executive functioning skills
Executive functioning skills are the foundation for our learning. Many times these skills, like organization, time management, work initiation, flexible thinking (etc) are so lofty for our students to just “grasp”. Explicit teaching where these terms are demystified, strategies are taught, and behaviors are followed through with and reinforced can be such a game changer! I created these social script-like e-books about executive functioning skills to help students learn more about these skills, how they can help them in their daily lives, and how to execute them.
Provide sensory supports
This is one of the most simple accommodations we can offer, but it can go a long way. My favorite types of sensory supports are ones students can easily carry with them throughout the day (to specials classes, inclusion classes, etc.). I love these OTOBlocs because they’re silent and discreet, but can help students fidget in a way that is more conducive to focus and learning. Providing a sensory space for students can also be supportive, with times they can visit to get sensory input and a break to gain access to the inputs they need.
Keep the classroom visually calm
I am a huge proponent of functionally decorated classrooms. Tons of research points to overly decorated classrooms becoming over stimulating and overall distracting to students. If you are a neurodivergent child, adding in the extra stimulus of bright colors, excessive posters, and lights and decor draping the walls – it’s going to be hard to focus.
Use visual timers
These are one of my favorite classroom supports! Many students with ADHD respond well to concrete reminders, and don’t respond so well to open-ended tasks. When visual timers are utilized to allow students to see the amount of time required for independent reading, or to show how long the math block is, it really can help them make sense of the directives. I have a list here of my favorite timers, but I also love web-based ones. This website has the BEST variety of online timers, and on YouTube you can type in “15 minute timer” (or whatever duration you’re looking for) and find some additional great options.
Create a calm corner
As I stated previously, it’s important to remember that ADHD brains are literally different than neurotypical brains. There’s a lot of stimulus that needs to be processed, and it can be exhausting. Providing a calm space for students to take breaks and rest can be a very supportive and necessary support in your classroom.
Teach students to advocate for themselves
If you’ve met one student with ADHD, you’ve met one student with ADHD. Each individual student will have different learning preferences, ways they like to be addressed, accommodations that work best, and ways they individually manage their needs. Having students begin to understand to advocate for their learning needs is so important! Students can write letters to paraprofessionals and teachers so they can share how they learn best. I have found this to be such a meaningful exercise for everyone involved.
This bundle of resources will also surely support students with ADHD. It’s full of executive functioning supports that often give an extra boost to students with ADHD.
