ADHD exercises in class

In a class of twenty-five pupils, supporting a child with ADHD may seem complicated. Yet many simple exercises benefit the whole class, while particularly helping this pupil. They take little time and require little equipment. Here are concrete ideas for teachers, to be adapted according to the level and age.

Exercises that serve everyone

Support designed for a pupil with ADHD is often useful to the whole class. A clear instruction, a timetable on display, a break to move about: everyone benefits. The pupil with ADHD is not set apart. They benefit from an adapted framework without feeling different. The other pupils also gain from it.

These exercises do not need to be long. A few minutes, several times a day, are enough. They fit into the usual running of the class. They do not require any special training. The page que mettre en place en classe presents the basic arrangements.

A routine to start

Beginning each lesson with a short routine helps pupils get ready. One minute of breathing, eyes closed. A little listening game, where pupils count the sounds. A quick mental arithmetic exercise. The pupil with ADHD, often still restless, settles down.

This routine marks the transition from break to work. It creates a stable landmark, always the same. The pupil knows what will follow. They get ready. Breathing ideas are offered on the page on breathing.

Visible instructions

An instruction given orally is quickly lost for a pupil with ADHD. The teacher can write it on the board, step by step, with a pictogram for each action. Read, underline, answer. The pupil can read it again when they lose focus. They get back on track more easily.

You can also ask a pupil to rephrase the instruction before starting. This checks everyone’s understanding. The pupil with ADHD hears the instruction a second time. They start more quickly. The method is developed on the page on following an instruction.

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The visual timer

A visual timer, which shows the time remaining through a coloured area that shrinks, helps the pupil with ADHD perceive time. They can see how much time is left to finish. They do not get lost. They organise themselves better. They manage their fatigue.

The teacher can use it for the whole class, by projecting it or placing it on the desk. They can also lend one to the pupil with ADHD for their personal use. The work is divided into short periods, with a small break between each. The pupil keeps going for longer. Time management is covered on the page on managing your time.

Breaks to move around

Every twenty or thirty minutes, a two-minute active break can revive the class’s attention. A few standing stretches. A miming game. Jumps on the spot. Pupils return to work more alert. The pupil with ADHD particularly benefits.

You can also let the pupil move discreetly: a dynamic seat cushion, an object to fiddle with under the table, a place at the back to stand up without disturbing others. These arrangements reduce restlessness. They help the pupil stay attentive. Restlessness is covered on the page ADHD and restlessness in class.

Collective attention games

Certain collective games train the attention of the whole class. Simon says, where pupils only obey instructions preceded by the phrase. The forbidden word game, where pupils raise their hand when they hear it in a story. Pass the parcel, where an object is passed around in silence. These games are short and fun.

They can serve as a reward at the end of a lesson, or as a transition between two activities. The pupil with ADHD finds a moment where they can succeed. They are praised in front of their classmates. The classroom atmosphere improves. Other listening games are offered on the page for listening better.

Working with family and carers

The teacher is not alone when facing a pupil with ADHD. Parents, the school doctor and the professionals who follow the child can help. Regular exchanges make it possible to harmonise tools between home and school. The pupil finds the same landmarks on both sides. They progress faster.

Training courses exist to better understand ADHD; they are presented on the page training for teachers. For families looking for a professional, the directory ProfessionnelsDys makes the search easier. A personalised support plan can also formalise the arrangements. It is set up with the school doctor.