Supporting children with ADHD in the classroom

October 17, 2025

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More pupils are being identified with ADHD, and for many teachers, that means rethinking how to support attention, organisation and behaviour in everyday lessons.

Inclusion isn’t an optional extra. It’s the foundation of great teaching. This blog offers practical strategies for supporting children with ADHD in the classroom. These ideas focus on what teachers can do every day. Small, meaningful adjustments can reduce barriers to learning and build a sense of belonging for every pupil.

Many of the suggestions in this blog are not reserved only for pupils with ADHD. Most fall under quality first teaching (DfE expected approaches that benefit every learner).

As with ADHD itself, every child presents differently. What you see on the surface may not reflect what is happening internally.

Let’s look at how you can implement classroom strategies to support:

• Children on ADHD medication
• The classroom environment
• Classroom resources
• Learning support

Understanding ADHD in classrooms

Recent NHS figures show that an estimated 2.49 million people in England have ADHD.

Approximately 740,000 people with ADHD are children and young people aged 5 to 24.

This means in most classrooms there is a very strong possibility at least one pupil whose brain processes attention, impulse or energy regulation differently (and these are the children who already have a diagnosis).

The Independent ADHD Taskforce reports that the number of formally identified children is still lower than expected. Population estimates suggest about five per cent of children are likely to have ADHD, yet many remain unrecognised.

These figures show why teachers need confidence in supporting ADHD in practical, classroom-based ways. Inclusive practice starts with curiosity. It means noticing patterns, understanding what might be behind them, and testing small adjustments that make learning more accessible for all.

Supporting children on ADHD medication

ADHD medication can make a real difference for some pupils (and adults), but it can also bring side effects that affect learning, energy and comfort.

Understanding how these medicines work helps teachers respond with empathy and awareness.

Provide snacks and water

Some ADHD medication suppresses appetite, so children may skip food without realising. Encourage them to eat small snacks at break times and make sure water is always available. Dry mouth is common and can cause distraction or discomfort.

Notice changes throughout the day

ADHD medication can act differently depending on whether it is quick or slow release. Some pupils are most focused in the morning, while others feel tired or restless as the effects wear off.

Talk with the pupil, their parents and the SENCO to understand these patterns.

Observe, do not assume

A child who becomes irritable, emotional or distracted may not be ‘misbehaving’. It is also important to remember that all behaviour has a cause (internal or external). Curiosity and compassion should always be the first steps.

Personal reflection

When you notice changes in a pupil’s focus or energy, how might medication be influencing their day?

 

Classroom environment

The classroom environment can either support or challenge attention. Small environmental changes can make a big difference to how both neurodiverse and neurotypical pupils learn and feel.

Displays that celebrate, not overwhelm

Displays are part of a classroom’s personality, but too much visual noise can make it hard to concentrate. Choose colours with care and give each display room to breathe. When children see their work on the wall, it builds pride and belonging. When displays are calm and uncluttered, they invite focus rather than compete for it.

Seating that supports learning

If a child sits close to the teacher, make sure it feels like access to help, not a consequence. Avoid isolating them from peers. The goal is connection and belonging.

Also, be mindful that if your desk has heavy footfall of other pupils asking questions and even sharpening pencils, this may not be the best seat in the house for a child with ADHD.

Reduce background distractions

Small noises that most people tune out can be huge obstacles for a pupil with ADHD. The hum of a radiator, the scrape of chairs or chatter from the corridor can all pull attention away. Think about where your quietest space is and when the classroom tends to be noisiest.

Keep the classroom tidy and predictable

A cluttered environment adds mental clutter. Clear surfaces, labelled resources and simple systems help pupils know what to expect and where things belong. Predictability builds confidence, especially when attention shifts quickly.

Create a positive emotional climate

The way a classroom feels often matters more than how it looks. Pupils with ADHD are often corrected more than they are praised, which can lead to anxiety or withdrawal. Notice when behaviour improves and name it with encouragement. Show that every child is noticed for their effort, not only when something goes wrong.

Personal reflection

If you sat in your own classroom as a pupil, would you find it calm, cluttered or overwhelming? What do you deem the ‘best seat in the house’ for your learning needs?

 

Classroom resources to help

No single tool works for every child. The aim is to provide variety and choice so that pupils can find what helps them learn best. Here are some classroom resources to consider for your pupils with ADHD.

Noise management

Some pupils benefit from headphones or quiet background noise. Others need silence. Try what works for each child and allow flexibility.

When we asked the IQM team, it was a mixed response; some would prefer headphones with no music or white noise, whereas others could concentrate easily with background chatter and even prefer the radio on.

Tools for organisation

Writing and planning can be difficult when thoughts move faster than pencils. Coloured pens, highlighters or extra notebooks can help capture ideas before they disappear.

Audio recorders or tablets can allow pupils to talk through their thoughts before writing them down. These tools are not shortcuts; they are bridges to thinking more clearly.

Time and structure

Transitions are often tricky. Visual timers and now-and-next boards give children a sense of what is coming. Predictable routines make change less stressful and help pupils keep track of time without relying only on working memory.

Comfort and sensory support

Physical comfort is a factor for focus. A cushion on a cold chair, a chance to stand during long activities or a small hand fidget can support concentration. For pupils who use zones of regulation, a one-to-five desk chart can help them signal when they need help to regulate.

Digital tools

Technology can be a huge support when used thoughtfully. iPads and laptops can be used to record information, break long tasks into steps or give visual feedback. They allow pupils to work at their own pace and revisit learning when needed.

Personal reflection

Which classroom tools could you make more flexible so that every pupil can find a way that works for them? Do you prefer silence, background chatter or music when you’re focusing on ‘deep work’ tasks?

 

Learning support for children with ADHD

Teaching children with ADHD is about more than managing attention. It is about understanding how each pupil learns best and creating the right conditions for them to succeed. When learning feels achievable, confidence and motivation grow for everyone.

Give clear instructions

Children with ADHD can find it difficult to hold long sets of instructions in working memory. Keep directions short and specific, then check for understanding. Pair verbal reminders with visuals or written cues so pupils have something to look back on if they lose track.

Chunk learning

Breaking tasks into smaller steps gives pupils more chances to succeed. Each completed step builds momentum and confidence. This approach supports focus and makes larger pieces of work feel less overwhelming.

Include short movement breaks

Attention needs recovery time. A brief stretch, a walk to collect materials, or a change of activity can reset concentration. Movement helps the brain refocus and reduces restlessness.

Use praise purposefully

Genuine praise strengthens trust. Recognise effort, persistence and problem-solving rather than only outcomes. For some pupils, particularly those with Pathological Demand Avoidance (PDA) profiles, praise can create pressure. Know your pupils and adapt how you respond.

Support for extended tasks

When pupils are preparing for exams or completing longer writing pieces, consider how to set them up for success. Make sure they have eaten, had water and feel comfortable before they begin. Minimise background noise and distractions. Small adjustments before the task can save much frustration later.

Encourage metacognition

Teach pupils how they learn best. Offer visual, auditory and hands-on learning options. Encourage them to explain concepts to peers, as this often strengthens understanding. Supporting others with a task children feel confident with is often where you’ll see the breadth of their ways of learning come into play.

Rethink homework

Homework can be particularly challenging for children with ADHD. Think carefully about how often you set it and what purpose it serves. Support pupils with reminders, clear instructions and options for how to complete the task. A sense of choice increases motivation.

Personal reflection

Do your lessons teach pupils what to learn, or do they also help them understand how they learn?

Supporting pupils with ADHD is part of quality first teaching. Many of the strategies that help these pupils also make learning better for everyone. The difference is awareness and intention.

Inclusive Schools approach whole-school inclusion with curiosity. They notice patterns, ask questions and are open to trying something new. Every adjustment, however small, helps create a classroom where all pupils can learn and participate.

The most inclusive teachers are those who keep learning themselves. Reflect on what works, share ideas with colleagues and keep inclusion at the centre of your everyday practice.

 

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