Educator Insights

These challenges are not due to laziness or a lack of effort but rather differences in executive functioning and information processing (Neff, n.d.). Understanding these differences allows educators to implement strategies that support ADHD students in ways that align with their strengths and needs.

Learn more about ADHD, its symptoms, and how it impacts the classroom by clicking here.

• Reduce Visual Distractions – A clutter-free classroom with a neutral, simple, and/or natural color palette can reduce visual overstimulation.
• Flexible Seating Options – Offering a selection of workspace options, such as wobble stools, squeeze chairs, bean bag chairs, chairs with bouncy/kick bands, standing desks, and under-desk fidgets (e.g., Fringy Fidgets) can set students up to focus.
• Noise-Reducing Strategies – Allowing students to use headphones or ear plugs while working, using a white noise machine or radio at low volume, or designating “quiet zones” can help students who struggle with auditory processing differences.
  • Bonus tip: For students who are regularly struggling with auditory overload, you can recommend Loops or similar audio filtering ear plugs. Autistic ADHD (AuDHD) doctor approved!

• Use Checklists and Visual Schedules – Providing a daily agenda and step-by-step instructions helps students with organization and planning. The National Autism Resources website sells various premade picture schedule kits:
  • Picture Schedule Kit
  • Portable Picture Schedule – This one is great for kids with visual impairments, outdoor activities, and reinforcing the set schedule both verbally and visually while walking around the classroom!
• Time Management Tools – Visual timers, such as liquid and goo timers, or countdown clocks (especially the ones with a visual cue beyond just a number, such as this one) can help improve time awareness.
• Chunk Assignments into Smaller Steps – Breaking larger projects into bite-sized tasks with sorter deadlines prevents overwhelm and supports task initiation. Additionally, teaching students how to break assignments into smaller pieces empowers kids to learn how to work with their ADHD-based time blindness.
• Frequent Check-ins and Clarifications – Foster a classroom culture where asking questions is encouraged, so students feel comfortable seeking help. Regularly check in to ensure they understand instructions, reinforcing that these check-ins are routine, supportive, and not punitive.

• Offer alternative ways to complete work – Some ADHD students excel with oral responses, video projects, or hands-on learning instead of traditional worksheets.
• Interest-Based Learning – Allow students to apply their passions to schoolwork (e.g., using a student’s love for art to illustrate science concepts).
  • This concept pairs exceptionally well with the previous one, offering alternative ways to complete work, as it activates the neurological reward system that releases dopamine (the feel-good neurotransmitter) and can get students excited about academic work (Lewis et al., 2021).
• Gamify Learning – Turning tasks into interactive games, like “leveling up” after completing parts of an assignment, or earning prizes by collecting points from completed tasks or assignments (e.g., earn 10 points for cleaning up at the end of the day, spend 100 points to get to sit in the teacher’s chair for the afternoon. For more ideas, check out our Token Economy classroom resource!).
• Mystery Rewards – Because who doesn’t love a good surprise?! Fill small envelopes with prizes such as stickers or reward coupons (e.g., pick a playlist to listen to during free time, skip an assignment, or wear pjs to class “coupons”). Pair this idea with the Token Economy plan and offer larger mystery prizes students can work towards.

• Normalize Movement Breaks – ADHD students often self-regulate through movement; scheduling “brain breaks” reduces disruptive behavior.
• Use Movement to Maintain Focus – Let students stand, stretch, or use fidget tools during lessons, too, and not just during scheduled break times to support engagement.
• Teach Self-Calming Techniques – Progressive Muscle Relaxation (PMR), deep breathing, and grounding exercises help students manage frustration and overwhelm (but not necessarily hyperactivity – instead, try movement-based techniques).

In addition to the Using Checklists, Visual Cues, and Timers tips already suggested:

• Give Advance Notice for Transitions – Let students know a change is coming with verbal reminders or countdowns to ease the shift.
• Use Transition Objects or Rituals – Having a specific routine (e.g., using a stress ball or listening to music for two minutes) can signal the switch between tasks.
• Build in “Warm-Up” Activities – Allow students to start with a low-pressure activity before diving into more demanding work.

• Help Students Identify Their Triggers – Supporting self-awareness about what causes emotional spirals allows for proactive coping strategies.
• Help Students Identify Their Tools – Beyond proactive coping, guide students in recognizing their go-to self-soothing strategies for stressful moments. This not only strengthens their personal coping toolbox but also enhances your ability to support them through co-regulation.
• Reframe Mistakes as Learning Opportunities – Encouraging a growth mindset helps ADHD students build resilience by learning to manage their rejection sensitivity through reframing and using the Be Positive skill.
• Validate Emotional Reactions Without Judgment – Instead of dismissing distress, acknowledge their feelings and help them identify what they need next – someone to listen, suggest solutions, or just be there with them to provide support.
• Use Constructive Feedback – Instead of demanding the impossible, such as, “you need to focus,” try validating and collaborating instead, such as, “I know this is challenging—how can we break it down?”.

• Teach Neurodiversity Awareness – Helping classmates understand ADHD reduces stigma and builds empathy.
• Facilitate Structured Social Interactions – Group work with clear roles prevents ADHD students from feeling excluded or overwhelmed.
• Encourage Positive Peer Reinforcement – Recognizing teamwork and effort rather than just outcomes.