Children with attention-deficit/hyperactivity disorder (ADHD) experience more obstacles in their path to success than the average student. The symptoms of ADHD, such as inability to pay attention, difficulty sitting still, and difficulty controlling impulses, can make it hard for children with this diagnosis to do well in school.
To meet the needs of children with ADHD, schools may offer
CDC funds the National Resource Center on ADHD (NRC), a program of Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD). The NRC provides resources, information, and advice for parents on how to help their child. Learn more about their services.
AAP also recommends teacher-administered behavior therapy as a treatment for school-aged children with ADHD. You can talk to your child's healthcare provider and teachers about working together to support your child.
There are some school-based management strategies shown to be effective for students with ADHD: 1
The behavioral classroom management approach encourages a student's positive behaviors in the classroom, through a reward system or a daily report card, and discourages their negative behaviors. This teacher-led approach has been shown to influence student behavior in a constructive manner, increasing academic engagement. Although tested mostly in elementary schools, behavioral classroom management has been shown to work for students of all ages.
Organizational training teaches children time management, planning skills, and ways to keep school materials organized in order to optimize student learning and reduce distractions. This management strategy has been tested with children and adolescents.
These two management strategies require trained staff—including teachers, counselors, or school psychologists—to follow a specific plan to teach and support positive behavior.
Most children with ADHD receive some school services, such as special education services and accommodations. There are two laws that govern special services and accommodations for children with disabilities:
The support a child with ADHD receives at school will depend on if they meet the eligibility requirements for one of two federal plans funded by IDEA and Section 504:
• IEPs: Provide individualized special education services to meet the unique needs of the child and is governed under the Federal law known as the Individuals with Disabilities Education Act (IDEA).
• 504 Plan: Provides services and changes to the learning environment to meet the needs of the child as adequately as other students and is part of Section 504 of the Rehabilitation Act.
IEPs and 504 Plans can offer accommodations for students to help them manage their ADHD, including the following:
There is limited information about which types of accommodations are effective for children with ADHD. 3 However, there is evidence that setting clear expectations, providing immediate positive feedback, and communicating daily with parents through a daily report card can help. 4
For teachers, helping children manage their ADHD symptoms can present a challenge. Most children with ADHD are not enrolled in special education classes but do need extra assistance on a daily basis.
Positive discipline practices at school can help make school routines more predictable and achievable for children. Children with ADHD benefit when schools use positive rather than punitive disciplinary strategies.
Close collaboration between the school, parents, and healthcare providers will help ensure the child gets the right support. Here are some tips for classroom success:
CHADD's National Resource Center on ADHD provides information for teachers and educators from experts on how to help students with ADHD in the classroom.
As a parent, you are your child's best advocate. Being aware of what you can do to ensure that your child receives needed services and accommodations is an important step in helping to advocate for your child.
