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A pupil with ADHD often accumulates punishments: chatting, restlessness, forgetfulness, homework not done. Yet these punishments rarely change his behaviour. Here is why, and which alternatives are more effective. Changing approach can transform the relationship between the pupil and school.
The pupil with ADHD is punished for behaviours he finds hard to control. He becomes discouraged, feels unfairly treated, and his difficulties increase. He may end up seeing himself as a poor student.
You will find more details in the article ADHD and self-esteem.
Punishments delivered long after the event have little effect on a child who lives in the moment. Nor do they teach him what he should do instead. He needs to learn the expected behaviour.
Our article ADHD and impulsivity complements this advice.
Noticing and praising expected behaviour is more effective. A positive word, a responsibility, or a points system can motivate the pupil. Encouragement should be frequent and specific.
To explore further, see ADHD and reward systems.
The only online directory dedicated to professionals working with Dys disorders
When a consequence is necessary, it should be immediate, proportionate and linked to the behaviour. It should not humiliate the pupil. It should remain fair and understandable.
The article ADHD and punishments covers this question in detail.
Adjustments, such as a suitable seat, clear instructions and breaks, prevent many difficult behaviours. Prevention is often more effective than sanctions.
This point is explained step by step in ADHD: what to put in place in the classroom.
Depriving a child who needs to move of playtime, or giving him lines to copy, is often counterproductive. Other responses are often more useful.
To go further, read our article ADHD and restlessness in class.
Regular exchanges between the teacher, the parents and, if needed, the school doctor make it possible to adjust strategies. Consistency between home and school helps a great deal.
We detail this point in Talking about ADHD with the teacher.
A space for exchange, listening and support dedicated to parents of children with DYS disorders
They often work poorly, especially when they are repeated and delayed. Repeated punishments discourage.
Focus on the positive, prevent with adjustments and use immediate consequences. Praise works better.
It is often counterproductive for a child who needs to move. Prevent with adjustments.
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