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:
ADHD treatments, such as behavioral classroom management or organizational training
Special education services
Accommodations to lessen the effect of ADHD on their learning
Classroom treatment strategies for ADHD students
There are some school-based management strategies shown to be effective for ADHD students: behavioral classroom management and organizational training.
The behavioral classroom management approach encourages a student’s positive behaviors in the classroom through reward systems 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 with 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.
The American Academy of Pediatrics (AAP) recommends that the school environment, program or placement be part of any ADHD treatment plan. AAP also recommends teacher-administered behavior therapy as a treatment for school-aged children with ADHD.
Special education services and accommodations
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 Individuals with Disabilities Education Act (IDEA)
Section 504 of the Rehabilitation Act of 1973
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: an individualized education program (IEP) or a 504 Plan. IEPs provide individualized special education services to meet the child’s unique needs. A 504 Plan provides services and changes to the learning environment to meet the needs of the child as adequately as other students.
IEP and 504 Plans can offer accommodations for students to help them manage their ADHD, including:
Extra time on tests
Instruction and assignments tailored to the child
Positive reinforcement and feedback
Using technology to assist with tasks
Allowing breaks or time to move around
Changes to the environment to limit distraction
Extra help with staying organized
There is limited information about which types of accommodations are effective for children with ADHD. However, there is evidence that setting clear expectations, providing immediate positive feedback, and communicating daily with parents through a daily report card can help.
Source: Centers for Disease Control and Prevention
