Sarah Millington, subject advisor for Health and Social Care and Child Development

In the first part of this blog, I looked at what ADHD is, its presentations and symptoms, and how it can affect students and their ability to learn. In this second part I consider what we as teachers can do to help. 

What can we do?

Schools and teachers play a big part in these students lives and can embrace different learning styles and approaches that can make a difference. Some will be done without even thinking about it, just by understanding that a student has ADHD and how it can affect them. There are also plenty of organisations that can offer help and resources. 

Gemma, who works as a Learning Assistant and has ADHD herself, explains some of the strategies that can help in the classroom: 

“Straightforward changes can be useful, such as where to sit a student in the classroom, creating a mind map to note down all their thoughts, using a step-by-step way to set up tasks, wearing bright coloured clothing, and letting them have a break (outside the room or doodling) so that they can refocus”.

Ways we can help at KS4 and 5

Here are some ideas to help keep students engaged and interested:

• Using visual learning. Expanding and maintaining a child’s interest will decrease inattention and impulsiveness. Visual learning is key here to keep them interested in a topic they may otherwise find boring. 
• Allow time for bedding-in before expecting students to start working. Accept that you may have repeat information three, four or even five times before a student understands what to do. People with ADHD find it almost impossible to follow more than one or two instructions at a time. So tasks broken down into steps or in a flowchart that can remain in front of them work well. 
• Check if the student understands what they are expected to do. Asking a child to tell you what they think they could or might do is a good way to check without adding too much pressure. You can relate tasks to everyday life to show why it is something they need to learn and give it relevance. Any uncertainty can stop a student even attempting a task for fear of getting it wrong.
• Sitting a student closer to the front or nearer you will decrease external stimuli overload and distraction. If this doesn’t work, sitting the student just outside the classroom may allow them to feel part of the class but give them space to think quietly and be able to focus. Some students may not want this attention. 
• Accept that although you and other students may find a topic interesting, they may not. Be a magnet – children with ADHD need you to help them focus and stay engaged. Being animated or challenging them in a fun way can keep them stimulated so they are motivated to learn. Even wearing an item of brightly coloured clothing can do this.
• Give regular time updates. This can remind a child with ADHD that time is running low, or that they have plenty of time left so not to rush.
• Give deadlines in two stages allowing the first deadline to be a draft. As well as avoiding panic, this can help a student to process the information, before talking about it and adding more detail if needed.

Other resources

What could these students potentially achieve if we looked at the key presentations and turned them around to make them a positive? ADHD Kid’s Zone has a great infographic, ‘25 things to love about ADHD’, that identifies what’s amazing about ADHD. Can we tap into these strengths? 

CPD Online College and ADHDUK provides information about the key signs, how a teacher might recognise a student with ADHD and how they can help and support both inside and outside the classroom.

Positive role models

Positive role models are key to boost students’ confidence. Knowing that they have the potential to succeed is important and can be something to talk to students about when identifying their strengths. 

Jim Carrey has admitted that he has used all the symptoms to his advantage. Will.i.am claims that this disorder helped him become successful in his music career by saying “For every obstacle, there’s some type of solution. So, if you have ADHD, it’s your passion point.” 

More well-known faces can be found here at Mentalup.

The individual symptoms and traits of ADHD are not unique to ADHD, and most people can identify with having similar experiences at some point in their lives. But it is important to acknowledge that for those living with ADHD it is a persistent and tenacious condition that can cause severe impairment affecting your personal, social, and work life, and wrecking your self-esteem and potential.

Stay connected

If you have any comments or questions, you can email us at vocational.qualifications@ocr.org.uk or tweet us @OCR_Health. You can also sign up to subject updates and receive information about resources and support.

About the author

Sarah joined OCR after teaching Health and Social Care and Child Development over a period of 16 years. Having been a teacher, subject lead and moderator within her career, she has planned and developed subjects to meet the need of her students to allow them to become independent learners, focusing on effective teaching and learning skills. She has experienced and survived several qualification changes: GCSEs to Cambridge Nationals, and A Levels to Cambridge Technicals. In her spare time she enjoys open water sea swimming, travelling and cooking. Pie and cake are key favourites.