How to support a child with ADHD in the classroom

How to support a child with ADHD in the classroom (UK)

Parents and teachers often ask the same question: how to support a child with ADHD in the classroom so learning feels calm, progress is steady, and confidence grows. This guide covers day-to-day teaching strategies, how to work with the school SENCO, and the UK routes to extra support through education, health and care systems. The ideas also help if you are wondering how to support a child with ADHD at home or how to support a child with autism in the classroom when needs overlap.

What ADHD looks like in class

Attention deficit hyperactivity disorder ADHD affects executive function—working memory, task start, planning, and self-monitoring. A child or young person may look inattentive, hyperactive and impulsive at different times: missed instructions, slow task start, leaving their seat, calling out, or losing equipment. Strengths often sit beside these needs: curiosity, energy, creative problem-solving and direct language. The goal is not to remove energy; the goal is to guide it.

Week-one wins: small changes with big impact

• Seat for success. Place the child with ADHD where you can make easy eye contact. Keep displays behind them, not in front.
• Visual aids. Use a simple visual timetable and tick off each step. Show the end point: “until question 6” or “10 minutes”.
• Short, concrete instructions. Say the name → give the cue → say the action. Ask for a quick repeat-back to confirm understanding.
• Timers for transitions. Two-minute warning → one-minute warning → start. Use the same timer each time to lower anxiety.
• Planned movement. Offer purposeful jobs (message to the office, book return) or micro-stretches. Movement reduces restlessness and improves focus.
• Spare kit box. Keep a ruler, pencil and whiteboard at hand. Removing tiny barriers helps task start.

Instruction and environment

Make instructions stick

• Before handing out materials, give the instruction and model the first step.
• Break work into short chunks (5–10 minutes) with brief check-ins. Tick when finished.
• Use “First—Then” frames: “First five questions, then choose a challenge.”
• Keep key words on the board throughout the task; point to them when you prompt.

Reduce distractions, not ambition

• Lower visual clutter near the work table. A calm wall helps attention.
• Offer a small-room or quiet-corner option for independent work and tests.
• Agree when a fidget helps (quiet, small, below eye line). Store it if it distracts others.

Executive-function tools

• Start button. Give a tiny first action—write the title or highlight key words—to overcome task inertia.
• Task map. Provide a checklist on the desk so the child with ADHD knows what to do next without asking.
• Model answers. Show one correct sample and mark the features. Many pupils with ADHD learn best from a worked example.
• Finish frames. Define when the work ends; avoid open-ended tasks.

Positive behaviour and reward systems

Reinforce effort and follow-through. The aim is to support a child to meet expectations with the right tools, not to punish symptoms of deficit hyperactivity disorder ADHD.

• Catch it going right. “You started within 30 seconds—great focus.” Specific feedback beats generic praise.
• Simple reward systems. Tokens or points for one target at a time: task start, quiet hand-up, tidy finish.
• Pre-correction. Quiet, private reminder before a known trigger: “In assembly—feet still, eyes forward; I’ll nod if you need a stretch.”
• Repair scripts. After slips: “What happened? What’s the first step you will try next time?” Keep it brief; reteach the step.

Literacy, numeracy and teaching strategies

• Reading. Tracked rulers, paired reading or whisper phones support attention. Ask pupils to pay attention to one focus (e.g., verb endings) rather than “read carefully”.
• Writing. Bullet plans, sentence starters and short timed bursts. Consider keyboard access when writing speed blocks progress.
• Maths. Worked examples, colour-coded steps and a small set of practice items. Use manipulatives (counters, base-10) with a clear tidy routine.

Social skills and classroom culture

• Teach one social skill at a time (turn-taking, asking to join). Role-play for two minutes daily.
• Use structured games at lunch. Offer leadership roles that channel energy (equipment monitor, line leader).
• Keep language brief and literal. Build eye contact by prompting a glance at the speaker, then back to the task.

Movement, sensory comfort and calm focus

• Physical activity menu. Wall push-ups, chair stretches, or a 30-second “reset” drill.
• Noise management. Ear defenders for workshops or performances; quiet zone for cool-downs.
• Transition routine. Two-minute warning → tidy cue → line order. Predictable routines help supporting children with anxiety as well as ADHD.

Home–school link: support your child together

• Set one shared target with parents for two weeks (e.g., “task start within one minute”).
• Use a simple card or app to share wins and next steps. Aim for one positive note daily.
• For pupils with autism and ADHD, visual schedules and clear task briefs at home mirror classroom routines and reduce stress.

UK routes to extra help

Under the Equality Act 2010, schools must make reasonable adjustments so disability does not place a pupil at a substantial disadvantage. These adjustments include many of the steps above plus exam access arrangements (extra time, rest breaks, small room, or use of a computer) where the need is clear.

SEN Support (special education)

Most children start with SEN Support in school. This is the assess → plan → do → review cycle with written strategies, clear goals and review dates. Keep examples of work, a brief teacher summary and the impact of strategies tried across 6–12 months. In UK usage, this sits within special education but schools often say “SEN”.

Education, Health and Care Plans (EHCP)

Where needs are significant and long-term, and progress stays limited despite consistent support, ask the school SENCO about requesting an Education, Health and Care Plan. An EHCP is a legally binding plan naming needs and provision across education, health and care. Families and schools submit evidence together, including strategies tried and their outcomes.

A two-week starter plan

• Day 1–2: Seat change; visual timetable; spare kit; one target (task start). Introduce a small reward system.
• Day 3–5: Add a movement menu and a consistent timer routine. Model one correct answer and provide a desk checklist.
• Week 2: Use a quiet-corner option for independent tasks and teach one social skill. Agree a tidy routine for manipulatives.
• End of Week 2: Review with the pupil and parents; keep what works; set the next single target. If progress remains slow, book a meeting with the SENCO to consider further extra support or a pathway to assessment.

When to seek further assessment

Seek a SENCO review if, despite consistent adjustments, progress stays limited, behaviour disrupts learning on most days, sleep or anxiety worsens, or reading/writing gaps widen. Discuss referral routes for ADHD and any co-occurring needs, and whether a specialist assessment or an EHCP request is appropriate.

Quick FAQs

• Does this help a pupil with autism too? Yes. Visual supports, predictable routines and planned movement help many profiles.
• Will this lower expectations? No. You keep ambition high and change the route to reach it.
• Who can I ask for help? Start with the school SENCO, class teacher and pastoral lead. If needed, ask how to collect evidence for Health and Care Plans.