ADHD: how to help your child at school?
School is often the setting where the difficulties of ADHD are most visible and have the greatest impact. Between the long periods of sustained attention required, the multiple instructions and the assessments, the pupil with ADHD faces considerable daily obstacles. Here are the most effective strategies to help them thrive in the classroom.
Working actively with the teaching team
The first condition for the academic success of a child with ADHD is active collaboration between parents and the teaching team. A teacher who is informed and trained about ADHD naturally adapts their teaching methods and expectations. Sharing the diagnostic report, explaining concretely how your child’s ADHD manifests and proposing specific adjustments at a meeting at the start of the year helps you get off to a good start. A one-page summary listing the main difficulties and the recommended adjustments is more effective than a lengthy medical report.
Optimising seating arrangements in class
Where a pupil sits in class has a direct impact on the performance of a pupil with ADHD. Seated near the board, they more easily receive oral instructions and remain within the teacher’s line of sight, who can discreetly bring them back to their work. Away from windows and corridors, they are less exposed to external distractions. Sitting near a calm and organised classmate can also help them refocus when their attention wanders. These simple, free adjustments can make a real difference day to day.
Adapting assessments
Traditional assessments particularly disadvantage pupils with ADHD. The extra time provided in the PAP (personalised support plan) helps compensate for the slower pace caused by attentional difficulties. Breaking long assessments into shorter parts with planned breaks reduces the attentional overload. And oral assessment, in addition to or instead of written work, can allow the pupil to demonstrate their real knowledge without being penalised by difficulties with written organisation.
Structuring instructions
Long and complex instructions are particularly hard for a child with ADHD whose working memory is limited to handle. Giving instructions in short, numbered steps, providing them in writing as well as orally, and checking understanding before the pupil starts the task are simple and very effective adjustments. The pupil should never have to hold several pieces of information in mind at the same time for a long period.
Encouraging active breaks
The ADHD brain needs stimulation to maintain attention. Short active breaks, 2 to 3 minutes of movement between two periods of focused work, help restore attentional resources. Some children benefit from handling a discreet object such as a fidget toy during lessons to channel their need for movement without disrupting the class. These accommodations must be explicitly authorised in the PAP so that the pupil is not punished for behaviours that help them concentrate. For resources on teaching adjustments for pupils with ADHD, lesdys.fr offers accessible guides.
