This document discusses strategies for supporting learners with Attention Deficit Hyperactivity Disorder (ADHD). It begins by defining ADHD as a cognitive and behavioral disorder characterized by hyperactive, impulsive, and inattentive behaviors. It then outlines common characteristics of ADHD including fidgeting, interrupting others, careless mistakes, disorganization, and distractibility. The document concludes by providing several strategies teachers can use to help learners with ADHD, such as giving clear rules, positive reinforcement, organizational tools, breaks during work, and assistance with time management and study skills.

1. Working with
learners with
ADHD
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2. Learning Aims
• Confirm the meaning of ADHD
(Attention Deficit Hyperactivity Disorder)
• Explore the types of ADHD
• Look at the characteristics learners with ADHD
may portray
• Highlight some strategies to support learners
with ADHD
Working with learners
with ADHD

3. ADHD – THE SCIENCE
• ADHD is a cognitive and behavioural disorder that
is exhibited through hyperactive, impulsive and
inattentive behaviour.
• 2% to 5% of United Kingdom school aged children
are affected, with boys showing a higher rate of
diagnosis than girls.
• For some children, the symptoms of ADHD go into
remission after puberty, but many continue with
symptoms into their adult lives.

6. ADHD CHARACTERISTICS
Hyperactivity/Impulsivity Inattentive Other
• Fidgets in class or walks around with no
particular aim.
• Talks a lot, interrupts.
• Runs at inappropriate times; takes
unnecessary risks.
• Has trouble enjoying leisure activities quietly.
• Has difficulty waiting for their turn.
• Answers verbal questions before they have
been completed.
• Intrudes on the activities or conversations of
their peers.
• Says or does things without considering the
consequences.
• Gets bored easily.
• Careless mistakes in coursework, does not pay
attention to detail.
• Finds it hard to stay focussed on task.
• Does not appear to be listening when spoken
to directly.
• Does not follow instructions and fails to finish
coursework (not due to oppositional behaviour
or failure to understand instructions).
• Struggles to organise activities.
• Avoids tasks that require a lot of concentration
e.g. homework.
• Loses equipment e.g. pens, pencils, books etc.
• Is distracted from tasks easily.
• Is forgetful about routines of daily activities.
• Impatient.
• Misreads social cues, sometimes misinterprets
remarks as hostile.
• Can over-react and be prone to challenging
behaviour.
• Inflexible personality.
• Sleep and appetite problems

7. Communication
• Ask learners to repeat instructions/ideas back to check
they are paying attention.
• Don’t finish the learner’s sentences for them and discourage them from doing the same.
• Gently bring the learner’s attention back to the teaching topic if they go off track.
• Don’t take blunt comments personally but explain why they might cause offence.
• Be positive and calm, learners may have low self-esteem due to years of being criticised or punished for their
impulsive words.
• Don’t rely on verbal instructions. Give written instructions/information to allow learners to concentrate and
absorb the information later.

8. Behaviour
• Display clear and concise rules and consistently enforce them.
• Offer more positive reinforcement than negative
consequences. Focus on one particular behaviour at a time to
improve and reward it freely.
• Give negative consequences firmly and without emotion.
• Be respectful. Learners and their peers know they stand out
and therefore need as little negative attention as possible.
• Teach a ‘Stop and Think’ method where learners wait five
seconds before responding to a question to try to reduce
inappropriate comments.

9. Behaviour continued…
• Anticipate potentially difficult situations and discuss solutions ahead of time.
• If your learner misinterprets social situations, discuss alternative interpretations and
encourage them to be open minded in how they ‘read’ future situations.
• Make turn-taking, listening, and helping each other a part of classroom culture so all
learners place importance on being respectful.
• Create a subtle signal to let the learner know they are off task.
• Give rewards/punishments as quickly after the behaviour as possible.
• Consider why bad behaviour has arisen; is the work too easy/ hard/boring? A quick
diversion onto another topic may help.

10. Maximising the Learner’s Potential
• Repeat information frequently.
• Allow for breaks to help maintain concentration.
• Use varied methods of presentation.
• Assign different roles to the learner to prevent boredom; being a peer tutor,
writing information on the board, collecting books etc.
• Make worksheets simple; underline important words, keep distracting graphics to
a minimum and use a large, plain font.
• Use co-operative learning groups with assigned roles to provide variation.
• Modify test conditions; reduce distractions as much as possible and allow for
breaks.
• Consider how best to assess learning; recording verbal answers may prove their
understanding better than a formal test.
• Use praise to improve self-esteem; be specific about why you are giving it.

11. Improving Study Skills
• Ask learners to sit at the front of the class or closest to the
board/screen.
• Teach the learner how to use coloured dividers and (online)
folders to organise work.
• Split large assignments into smaller sections with separate due
dates.
• Create a checklist for the learner to tick off completed steps in a
project/assessment.
• Give constant oral and written reminders about assignment due
dates.
• Use colour coding to differentiate subject/units/modules.
• Encourage the learner to plan their learning/assessments; use
lists, planners and reminders.

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