ADHD
This page has been designed to help you better understand and support children and young people who may experience ADHD, attention differences, or difficulties with regulation. It provides practical guidance and strategies to help build strong, supportive relationships and create environments in which children can thrive.
Sections include:
- overview of needs
- what you might notice
- strategies
- resources and interventions
Overview of needs
ADHD affects how a child or young person regulates their attention, behaviour, and activity levels. Learners may find it difficult to sustain focus, manage impulses, and organise their thinking and actions.
They may experience challenges with attention control, working memory, and executive functioning skills such as planning, prioritising, and completing tasks. These difficulties can vary from day to day and may be influenced by the environment and task demands.
ADHD often co-occurs with other needs, such as learning differences or social, emotional, and mental health challenges, and can impact academic progress, relationships, and self-esteem.
What is ADHD?
What you might notice
Children and young people with ADHD may have difficulties in the following areas.
Some may struggle with attention and focus, this includes:
- difficulty sustaining attention on tasks, particularly those that require effort
- becoming easily distracted by noise, movement, or their own thoughts
- frequently starting tasks but not finishing them
Some children and young people may find it difficult to regulate their emotions and responses, particularly when they are feeling overwhelmed, anxious or uncertain. This may be seen through:
- acting or responding impulsively
- finding it difficult to wait, share ideas at appropriate times or take turns in conversations and activities
- needing support to understand and follow expectations consistently
- showing behaviours that communicate a need for help, reassurance or connection
Some may show high levels of activity or restlessness, such as:
- fidgeting, moving frequently, or leaving their seat
- appearing constantly “on the go”
Some may experience organisational barriers, including:
- losing or forgetting equipment
- difficulty planning and sequencing tasks
- struggling to meet deadlines or complete homework
Some may have working memory barriers, affecting their ability to:
- follow multi-step instructions
- retain information long enough to use it
Some may find it challenging to manage emotions, including:
- becoming frustrated quickly
- difficulty coping with change or setbacks
In addition some individuals may also appear forgetful or inconsistent in their learning and struggle to complete written tasks or sustain focus for longer periods of time.
Effective support focuses on reducing cognitive load, creating structure, and supporting attention and self-regulation.
Use regular formative assessment and observation to understand patterns of attention and engagement.
Establish clear, consistent routines and predictable classroom structures.
Gain attention before giving instructions (for example name, eye contact, visual cue).
Give clear, concise instructions and break tasks into manageable steps.
Reduce distractions in the learning environment and allow movement and flexible seating where appropriate.
Attention
Support attention by:
- using short, timed chunks of work with planned movement breaks
- varying activities and incorporating active learning opportunities
- using visual timers to support task completion
Organisation
Support organisation by:
- using visual timetables, checklists, and task boards
- providing structured resources and clearly labelled materials
Learning
Scaffold learning through:
- modelling and guided practice
- providing partially completed examples
Memory
Support working memory by:
- repeating key information
- using visuals, prompts, and cues
- breaking instructions into smaller parts
Positive behaviour
Use positive behaviour strategies, including:
- clear expectations and immediate feedback
- recognition of effort and positive choices
Cognitive load
Reduce cognitive load by:
- limiting the amount of information given at once
- providing written and visual supports alongside verbal instructions
Encourage use of assistive tools where appropriate (for example timers and organisational apps).
Confidence
Build confidence by:
- providing frequent opportunities for success
- focusing on strengths and interests
- valuing effort as well as outcomes
Targeted interventions (when more than the universal offer is needed)
When high-quality inclusive classroom strategies are not sufficient, more targeted support may be needed to address specific attention, regulation, and executive functioning difficulties.
This would be targeted support focused on:
- developing attention and listening skills
- building self-regulation and emotional awareness
- strengthening working memory and executive functioning
These programmes would include:
- Zones of Regulation (for emotional regulation and self-awareness)
- executive functioning skills programmes (planning, organisation, task completion)
- social skills or group work interventions to support relationships
Support plans that include:
- clear, personalised targets
- consistent adult responses and reinforcement strategies
- regular review and adaptation
This support would include:
- Educational Psychology consultation
- Outreach services
- CAMHS involvement where appropriate
This would inlcude:
- increased movement or sensory breaks
- access to regulation spaces or quiet areas
- flexible approaches to task completion
Interventions can also include targeted use of assistive technology to support independence (for example task management apps, reminders, timers).
It is also important to have regular communication with parents and carers to ensure consistency between home and school.
ADHD resources
Nasen - Helping everyone achieve
ADHD UK
Structural Learning
Twinkl.co.uk
SENsible SENCo.
EEF - Education Endowment Foundation.