Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that can affect a student’s ability to focus, stay on task, and manage impulses during class. In the classroom setting, these challenges can be especially noticeable during long lessons or when a student is required to sit still for extended periods. Teachers often need to find specific strategies that help students with ADHD remain engaged, improve their focus, and feel supported. In this article, we will explore several strategies and identify the most effective approach for supporting a student with ADHD.
A) Allow Frequent Movement Breaks and Use Hands-On Activities
Scenario:
In Mr. Anderson’s class, he has a student named Jake, who has been diagnosed with ADHD. Jake often finds it difficult to sit still during lessons, and his attention drifts during lengthy explanations. To address this, Mr. Anderson decides to implement frequent movement breaks throughout the lesson. Every 15 to 20 minutes, students are allowed to stand up, stretch, or participate in a quick physical activity. Additionally, he incorporates more hands-on activities, such as interactive group projects or tasks that involve manipulating objects, to engage students like Jake.
Why It Works:
Frequent movement breaks are one of the most effective strategies for students with ADHD. Research suggests that physical activity can help these students release pent-up energy, improve their focus, and regulate their attention. By integrating hands-on activities, Mr. Anderson also taps into the student’s ability to learn through direct experience, which can be more engaging than traditional lecture-based teaching. This approach provides opportunities for the student to stay engaged while still being mindful of their need for movement.
What to Expect:
Students with ADHD often benefit from more active and engaging classroom environments. Movement breaks and hands-on learning allow these students to expend energy in a structured way, which can improve their overall focus and performance during lessons.
B) Increase Lecture Duration to Improve Focus
Scenario:
In an attempt to help Jake focus better, Mr. Anderson decides to increase the length of his lectures, hoping that longer explanations will help the student understand the material more thoroughly. Mr. Anderson presents the same content over a longer period without breaks, believing that this strategy will improve Jake’s ability to focus and absorb the information.
Why It Doesn’t Work:
Increasing the duration of lectures is not an effective strategy for students with ADHD. In fact, students with ADHD may struggle more with attention during longer periods of passive learning. Their difficulties in maintaining focus tend to worsen with long, uninterrupted lectures, as they can become easily distracted. This strategy does not cater to the unique learning needs of ADHD students, who often require shorter, more varied tasks to maintain engagement.
What to Expect:
Longer lectures can lead to more distractions and disengagement from ADHD students. They may find it harder to focus, and the extended sitting periods could increase restlessness, leading to behavioral disruptions and a lack of retention.
C) Seat the Student in the Back of the Classroom
Scenario:
Mr. Anderson decides to seat Jake at the back of the classroom in the hopes that this will reduce distractions from other students and allow him to focus better. By keeping Jake away from the front, he believes the student will have fewer opportunities to become distracted by his peers or the ongoing activities in the room.
Why It Doesn’t Work:
While seating a student with ADHD at the back of the classroom may seem like a way to limit distractions, this seating arrangement can often have the opposite effect. Sitting at the back of the room may increase Jake’s sense of isolation and disconnection from the lesson. Additionally, it can make it harder for him to stay engaged with the content, as students at the back may feel less accountable for actively participating. The student’s struggles with attention are more effectively addressed by seating them in a location where they can interact with the teacher and stay engaged.
What to Expect:
Sitting in the back of the room can lead to more disengagement and a lack of structure. The student may feel disconnected from the lesson, which can worsen the attention issues and lead to disruptive behaviors.
D) Exclude the Student from Group Work
Scenario:
Mr. Anderson notices that Jake has difficulty staying on task in group settings, often becoming distracted by other students. In response, Mr. Anderson decides to exclude Jake from group work entirely and assigns him individual tasks, hoping that this will help him focus without the distractions of his peers.
Why It Doesn’t Work:
Excluding a student with ADHD from group work is counterproductive and can lead to feelings of isolation and frustration. Group work can actually be beneficial for students with ADHD, as it provides opportunities for social interaction, accountability, and structure. When students are engaged in cooperative tasks, they may be more motivated to focus and contribute, as their peers rely on their input. Excluding them from group activities removes an important element of their learning environment and social development.
What to Expect:
Excluding students with ADHD from group work can create social and emotional challenges. It may reduce their sense of belonging in the classroom and miss out on opportunities to build collaborative skills, which are essential for their overall development.
Conclusion
The best strategy to support a student with ADHD, like Jake, is to allow frequent movement breaks and use hands-on activities. This approach acknowledges the need for physical activity, which helps students with ADHD release energy and refocus. Additionally, by using interactive, hands-on learning, teachers can better engage students who struggle with attention. Strategies like increasing lecture duration, seating students at the back of the classroom, or excluding them from group work do not effectively address the core challenges of ADHD and can often exacerbate the student’s difficulties.
Teachers can make a significant impact by implementing strategies that cater to the unique needs of ADHD students, ensuring that they feel supported and included while still maintaining focus on their learning outcomes.
