ADHD is not just hyperactivity and a "difficult personality," as many tend to think. It is one of the forms of neurodiversity — that is, features of brain functioning that affect attention, the ability to restrain impulses and emotions. At the same time, a child with ADHD can be smart, sensitive, and genuinely interested in learning, but it is tough for them to concentrate, sit still, or complete what they've started. And this is not laziness, as it may often seem — this is a feature that requires understanding and support. Without this, such children usually face feelings of guilt, low self-esteem, and isolation.
Why It's Important to Talk About ADHD in the Context of Education
When a child with ADHD joins class, it may influence how lessons typically go. They might get up from their seat, interrupt, and forget what to do next. In times like these, the teacher needs to pay attention to them to help them. At the same time, though, some kids might get annoyed, and parents might worry. And here comes the dilemma – by helping one, are we not hindering others?
However, it's essential to recognize that adaptation is not just about focusing on one child, but rather a path to more equitable conditions for all. It makes the learning process more convenient for all students. In this article, we want to share how to create an environment that is supportive, fair, and functional for everyone.
However, here's the problem: when a teacher changes the way they do things for one child, it can negatively impact other children. And here is the question: how do you find a balance?
What Helps Children with ADHD in the Classroom
If you're just starting to explore this topic and are faced with a wealth of information that might be confusing in its diversity, we've compiled simple and clear techniques in this section. These approaches will show you how to make learning comfortable and understandable for every child, with or without ADHD. For a deeper understanding, you can check out the article with detailed examples and recommendations: How to Support Students with ADHD.
Over time, you'll increasingly notice that a supportive environment is beneficial not only for children with different perceptual characteristics but for the entire class.
- Structure and predictability
Daily routines, visual schedules, and clear instructions will help reduce anxiety and increase the child's engagement. It's especially important to discuss the action plan in advance—this helps children understand what's happening and what will happen next. This gives a sense of confidence and inner calm. For example, at the beginning of the lesson, announce what will happen: "First discussion, then work in notebooks, and at the end—a game." Such a structure helps children feel confident in what's happening and reduces anxiety during transitions from one activity to another. - Movement and breaks
The ability to simply stand up and stretch a bit, change position, or walk around. This helps children with ADHD release tension and maintain focus. For instance, you can offer a short break between tasks or allow part of the work to be done standing up. This will not only energize the atmosphere and remove excessive tension but also add more movement and freedom to the overall rhythm of the lesson. - Clear rules—without punishment
When working with children, it's very important to formulate rules positively. For example, "We speak in turns," instead of the harsh "Don't interrupt". This reduces stress levels and helps children better understand what is expected of them. This approach creates a calmer atmosphere in the classroom and makes the rules clear. And ultimately, it becomes easier for children with ADHD to follow them, doesn't create tension, and the child doesn't fear making a mistake and being punished. - A variety of assignments
When a child has a choice, for example, how to complete an assignment—write a text, make a drawing, explain verbally—they feel they can act in their way. Having such a choice is especially important for children with ADHD. The ability to choose reduces anxiety, restores a sense of control, and helps better engage in the process. Moreover, this approach also supports introverted, anxious, and insecure children who may find it difficult to follow the same format, especially if it doesn't suit the pace and perception method of a particular child.
What to Do if Other Students Complain
If one student regularly receives more attention from the teacher, other children may feel that their achievements are somehow less noticed. Children can perceive such situations quite intensely—with jealousy or resentment—although adults might consider it insignificant. It's important to remember that every child needs to understand why someone requires a little more support, and that this doesn't mean they are less important. How to help children understand this:
- Explain to the class the value of differences: "We all learn differently".
- Give everyone a chance to be seen and heard.
- Pay attention to the strengths of each student, including the one with ADHD.
Framing example:
"You've probably noticed that sometimes I help Alex a little more. It's just a bit harder for him to cope right now, and he needs my support. But I want you to know that you're doing great on your own, and I appreciate it when you share your thoughts with the class—it inspires others."
How to Avoid Excesses in Adaptation
Inclusion is when children with different abilities and needs study in the same classroom, and clear and manageable learning conditions are created for everyone. It's not about giving breaks or exceptions. It's about ensuring that every child has the opportunity to learn and feel equal to others. Here are signs that adaptation works for everyone's benefit:
- Students with ADHD show initiative, feel more confident.
- Other students don't feel forgotten.
- The atmosphere in the classroom is warm and safe; no one feels deprived or guilty.
But if adaptation hinders other children, making them feel uncomfortable and lose interest, it's worth discussing the situation with a psychologist or an inclusive education specialist. Perhaps some methods need refinement to ensure that attention and support remain beneficial for the entire class. Remember, helping one should not become stressful for others.
What Else Can Help
- An open lesson about neurodiversity — in a simple and friendly manner, talk to children about how all people are different and everyone has their own needs, and that's normal. Such a conversation helps foster respect for differences and reduces tension.
- Involve parents in the process. Explain what methods you're using, why, and how they help the class as a whole. This will reduce anxiety among parents and allow them to be part of the team.
- Use visual and clear materials — schedules, diagrams, timers. This will help children navigate what's happening and not get lost in the flow of assignments.
Conclusion
Adapting education for children with ADHD is about flexibility, attention, and respect for different ways of perception. And it's important to understand that when we consider everyone's characteristics, the entire class benefits, not just individual children. The atmosphere becomes calmer, children become more confident, and learning becomes clearer and more accessible for everyone.