Yes, your child has forgotten their book at school again. Oh, what a surprise! You’ve been called in for the umpteenth time by their teacher because they can’t sit still. From neuropaediatrician to speech therapist, the diagnosis is clear: your child has ADHD (attention deficit hyperactivity disorder). Beyond weekly therapy sessions, there’s no question of staying passive! Adjustments at school and at home make it possible to genuinely support the child or teenager with ADHD. Here’s a look at effective adaptations.

A reminder on the specific features of ADHD

ADHD is a neurodevelopmental disorder that produces three main behavioural features. A child with ADHD is:

  • Inattentive: they’ll start an activity without finishing it, because they’re easily distracted. They often lose and forget their belongings.
  • Hyperactive: they’re always on the move and capable of an uninterrupted stream of talking.
  • Impulsive: they have real difficulty managing their emotions. Often unable to show patience, they may, among other things, speak out without waiting their turn.

Diagnosing a child who shows some of these behavioural traits also means determining whether they’re affected by other associated disorders, such as dyslexia, dysorthographia, dyscalculia, dysphasia, dyspraxia, an autism spectrum disorder, or even epilepsy.

The psychological impacts

Explaining ADHD isn’t just about learning and cognitive difficulties. The psychological consequences are less visible, but just as significant for the child or teenager’s development. ADHD leads to difficulties fitting into class and to emotional turmoil. Because of this disorder, children show greater sensitivity. In some, the problem takes the form of a depressive state. In others, a strong tendency towards anxiety needs to be recognised. These particular pupils often turn to provocation. They don’t perceive danger the way other children their age do, and more easily put their own safety at risk. As with most DYS disorders, ADHD causes a sharp drop in self-esteem. The child or teenager is subject to many negative remarks and reprimands and, unsurprisingly, loses confidence in themselves.

What if a few adjustments could help the classroom push back the limits of ADHD?

School brings the child together with classmates and teachers for many hours of shared life each day. Isn’t that the ideal place to challenge ADHD habits? From working methods to small acts of complicity, the teacher holds incredible potential in the daily life of these children who learn differently. A genuine relationship of trust can be built between the pupil with ADHD and their teacher. Here are a few adjustments to choose from, picking those that suit the pupil.

“Through their observation, the teacher is an essential partner, since they watch the child for six hours a day […], to best support the child in their learning and in their relationships with classmates.”

Eva Lafrance, teacher

Supporting their attention

  • Give them a desk away from any distraction (near a calm pupil, away from windows, doors, and the bin!).*
  • Break objectives down into several single, clearly stated tasks.
  • Give instructions one at a time and break longer ones into steps.
  • Write instructions on the board and favour visual aids.
  • Stay close to the child often while they’re working.
  • Ask the pupil to repeat the instruction or key piece of information that’s just been given, to draw their attention back (the goal isn’t to scold them if they weren’t listening, but to encourage them to focus on what the teacher is saying).

Managing their impulsiveness

  • Agree on a code with the pupil to help control this impulsiveness (this could be a gesture, a signal before they stand up or before they answer a question…).
  • Stop any impulsive behaviour the moment it appears, with a signal, a word or a look.
  • Don’t systematically call out their off-topic comments (which they have absolutely no control over).

Hyperactivity

  • Invite the child to step out for a moment, or pause the current task, when they can no longer control their hyperactivity.
  • Satisfy their need to be constantly moving by giving them tasks that let them get up and move around the classroom (handing out papers, cleaning the board, collecting notebooks…).

Lack of self-confidence

It’s essential to avoid discouragement. To achieve this, the key word is valuing the child in class. By reinforcing what the pupil does well, the teacher gives them a more positive view of learning, which finally becomes a source of satisfaction.

Adjustments for ADHD at home: parents, you have cards to play too!

At home, supporting the child with ADHD relies on a favourable environment, respect and open dialogue. Are you exhausted by their impulsiveness and hyperactivity? Here are a few keys to restoring balance and encouraging your child’s – and your whole family’s – wellbeing.

  • Address aggravating factors: sleep problems need treating, a balanced diet should be followed, and sports activities practised, while limiting time spent watching TV or using a tablet as much as possible.
  • Set up a favourable environment: start by creating routines to avoid forgetfulness, allow breaks during homework or concentration-heavy activities, and place their desk somewhere away from distractions (windows, a wall covered in photos…)
  • Respect their need for movement while learning: since movement activates their brain activity, they can rock on their chair and walk around while reciting or thinking. Encourage dialogue and kind communication with children and teenagers. The idea is to help them put their frustrations into words, welcome their moments of discouragement, and acknowledge their struggles without minimising them.
  • Talking about the disorder with the family is also essential for harmonious, understanding relationships.
  • Use methods such as STOP-THINK-GO; this routine should feel like a game:

Step 1: the child pauses, comes to a stop.

Step 2: they think about the best way to act

Step 3: they act!

  • Encourage attention games: spot the anomalies, find the differences, choose the missing puzzle piece…
  • Teach them to manage their emotions: is there a better time than reading together? Here are a few book ideas about emotions suited to all ages.

Adjustments for children with ADHD represent an extra opportunity, both at school and at home. As with any process, an adaptation needs a little time before it proves itself. Time for the child to make it their own and become receptive enough to reap all its benefits!