ADHD exercises at secondary school

From Year 7 to Year 9, the secondary school pupil with ADHD has to cope with a growing workload, the changes of adolescence and preparation for the brevet. Childhood exercises gradually give way to working methods and personal strategies. Here are some ideas to help them get organised and keep their confidence.

Taking ownership

In adolescence, the pupil wants to do things on their own and dislikes being supervised. This is normal and healthy. It is important to involve them in the decisions that concern them: working methods, adjustments, organisation. They know their strengths and difficulties. Listen to them.

Help them understand their ADHD and how it works. They can then find their own strategies. They no longer simply undergo their support, they steer it. Little by little, they come to trust themselves more. ADHD in adolescence is covered on the page ADHD in adolescence.

Getting organised with digital tools

At secondary school, many pupils use their phone or a tablet. For the pupil with ADHD, these tools can become valuable allies: a digital diary with reminders, a list app, a timer. They set alarms so they don’t forget their homework. They note down ideas straight away. They become better organised.

Of course, the use of these tools needs to be supervised, so that the phone does not become a source of distraction. Focus modes can be used to block notifications during homework. The pupil learns to manage their tools. They use them appropriately. Useful apps are presented on the page software for children with ADHD.

The short-session method

To work effectively, the pupil with ADHD can use short work sessions interspersed with breaks. For example, twenty minutes of work, five minutes of break. They set a timer. They concentrate during the session. They get up during the break.

This method helps them stay attentive and not lose heart when faced with a heavy workload. They break their homework into sessions. They see that they are making progress. They finish more easily. To go further, see staying focused for longer.

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Revising effectively

Revising by passively rereading lessons is not very effective, especially for a pupil with ADHD. Active methods work better. Making revision cards with keywords. Drawing mind maps. Quizzing themselves with questions. Teaching the lesson to a parent or a friend.

Spread revision over several days, rather than doing everything the night before. Start with what is most difficult, when they are at their freshest. Take breaks. Finish with self-testing. Revision is covered in detail on the page ADHD and revision.

Managing adolescent emotions

Adolescence often heightens the emotional difficulties linked to ADHD. The pupil may be more irritable, more impulsive, more sensitive to comments. They may also lose heart when faced with schoolwork difficulties. Stay attentive. Avoid unnecessary conflicts. Pick your battles.

You can help them find ways to unwind: sport, music, drawing, outings with friends. These activities help them release tension. They showcase their talents. They strengthen their self-esteem. Anxiety is covered on the page ADHD and anxiety.

Preparing for the brevet

For the brevet, exam adjustments may be requested: extra time, a smaller room, breaks. The request is made to the school, following the prescribed procedure and within the set deadlines. It is best to start on this at the very beginning of Year 9. A doctor gives their opinion on the request. The decision is communicated to the family.

Prepare for the brevet with a revision timetable spread over several months. Practise past papers under exam conditions. The pupil learns to manage their time. They become familiar with the format. They arrive calmer. The exam is covered in detail on the page ADHD and the brevet.

Support and guidance

At secondary school, the pupil with ADHD may benefit from psychological follow-up, coaching on organisation, or cognitive behavioural therapy. This support helps them develop strategies. It also helps them prepare for their future course choices. The school psychologist of the Éducation nationale can support them in their choices. Start from their interests and talents.

To find a psychologist or coach who works with adolescents with ADHD, consult the directory ProfessionnelsDys and its search by town. Take the time to read the profiles before calling. The key thing is that the teenager feels comfortable with the person. End-of-secondary-school choices are described on the page guidance after Year 9.