From the Beginning

• Always try to sit the student with ADHD in a part of the room with the least amount of distractions – up the front, away from doors and windows, in front of you but don’t stigmatise the student by isolating them
• Clear the desk or work area of all items not needed for the designated task at hand
• Break the task down into steps from start to finish and reward after each stage, no matter how small each stage is
• Allow for physical movement during the steps of completion of task e.g. to go and get the books from the shelf, etc.
• Talk to the student and try to stoop to their level and use eye contact and gestures
• Ascertain that you have the child’s attention when starting to give oral instruction
• Encourage the child to use oral footnoting as he/she repeats the instruction back to you
• Set limits clearly- children with ADHD find it difficult to quantify time, the use of a small visual clock, stopwatch or egg timers are a useful too
• Insist on completion of task
• Find their special or strongest interest and use it to engage the child in other activities e.g.; he/she is good at art- perhaps allow the child to draw what he/she hears in history class
• Keep a routine in the room
• Keep a visual record of Good Behaviour and Good Work. Catch the child being good and reward on a chart
• Praise the student
• Find his/her “Good Time” of the day – perhaps the child is on medication and monitoring is necessary, watch for changes in behaviour throughout the day
• Provide an atmosphere of acceptance
• Use of different colours, graphics and animation for instruction can prove useful
• Uses of computer programmes are also useful ADHD children respond well to them and it encourages them to self-monitor

For older students

• Encourage the student – to write it down, break it down
• Keep a diary or “to do list”
• Encourage colour coding e.g. in the homework journal
• Set up a work station away from the desk
• Use his/her wrist watch as a reminder
• Praise the student
• Say it, write it and repeat it when giving oral instruction
• Monitor skills development and build on it
• Give advance notice of upcoming tasks, e.g. projects and lessons
• Outline what you expect and how you expect it to be completed
• Change your tone of voice and pace – keep them interested
• Encourage them for feed-back to reinforce the given instruction
• Time out breaks
• Seat breaks- allow movement in the room
• Establish a private signal in advance so they know that their behaviour is inappropriate e.g. tapping the desk
• Use positive language e.g. “Doin’ great”, “you’re nearly there”
• Coach the student to completion
• Re-assure

Click here to view our booklet on ‘Including Pupils with ADHD: A Practical Guide for Student Teachers on School Placement’.

NCSE – National Council for Special Education:
Behaviour Management | National Council for Special Education – CPD and In-School Support (sess.ie)

Department of Education: Guidelines for the use of Reduced School Days in Schools
https://www.gov.ie/en/circular/f49bd-0047-2021