ADHD Strategies

Supporting Pupils with ADHD

ADHD affects executive functions including attention, impulse control, working memory, and emotional regulation. These strategies take a neurodiversity-affirming approach, recognising ADHD as a difference in cognitive style rather than a deficit. The goal is to reduce barriers while building on strengths such as creativity, energy, and innovative thinking.

Executive Function Support

Help pupils manage planning, organisation, and task completion:

• Break tasks into small, manageable chunks
• Provide checklists and visual task breakdowns
• Use timers to support time awareness (not pressure)
• Teach explicit strategies for planning and organising
• Offer structured writing frames and templates
• Use colour coding for organisation
• Provide a personal visual timetable
• Build in regular check-in points during tasks
• Teach metacognitive strategies explicitly
• Allow pupils to use organisational apps or tools

Attention and Focus

Support sustained attention while allowing movement and fidgeting:

• Reduce visual and auditory distractions
• Provide a quiet work station or study carrel
• Allow flexible seating options
• Permit use of fidget tools or stress balls
• Build in movement breaks every 15-20 minutes
• Use standing desks or wobble cushions
• Address the pupil by name before giving instructions
• Keep instructions short and clear
• Check for understanding after giving instructions
• Use visual as well as verbal cues

Impulsivity and Regulation

Support self-regulation and impulse control:

• Teach and practise self-regulation strategies
• Use visual or tactile cues to prompt self-monitoring
• Provide immediate, specific feedback
• Offer limited choices to support decision-making
• Teach waiting strategies explicitly
• Use social stories for challenging situations
• Build in processing time before expecting responses
• Recognise effort and progress, not just outcomes
• Maintain predictable routines and clear boundaries
• Use non-verbal signals to redirect attention

Working Memory Support

Reduce demands on working memory:

• Provide written or visual reminders
• Allow use of memory aids and note-taking
• Reduce the amount of information given at once
• Repeat and rephrase key information
• Use mnemonics and memory strategies
• Provide copies of slides or notes
• Allow recording devices for capturing information
• Break multi-step instructions into single steps

Environmental Adjustments

Create an ADHD-friendly classroom environment:

• Seat away from windows and high-traffic areas
• Minimise visual clutter on displays
• Use clear routines and visual schedules
• Prepare pupils for transitions and changes
• Provide a calm-down or sensory break area
• Use soft or natural lighting where possible
• Keep classroom layout consistent

Strengths-Based Approach

Build on the strengths associated with ADHD:

• Provide opportunities for creativity and innovation
• Allow movement and kinaesthetic learning
• Harness high energy for active tasks
• Value spontaneity and quick thinking
• Offer roles that suit high energy and enthusiasm
• Celebrate unique problem-solving approaches
• Provide opportunities for leadership and responsibility