How To Help Students Manage Their ADHD in Class
Students with ADHD tend to have a lower academic performance than others. Moreover, those affected by this condition often have difficulty in fundamentals like language and mathematics. They also tend to have a deficit in developing social and emotional skills, which can hinder relationships with peers.
We cannot stress enough how important it is to maintain frequent and fluid communication with the family of students with ADHD. This communication ensures that the student carries out consistent work and is effective.
Students with ADHD learn more easily when the lesson is carefully structured due to their difficulty organising before beginning their work. In many cases, they can struggle to receive complete instructions even when they are really trying, so here are some ideas to help support students with ADHD:
- Reminders to organise and prepare their work. This way there are no surprises, and students know what task to begin and when.
- Review previous lessons. Check the contents of the lesson they saw last, emphasising the issues that caused difficulties and respond to some of the questions raised during class.
- Provide support materials. This is really useful for supporting students when performing duties and also to strengthen what they studied.
- Simplify instructions.The simpler and shorter the instructions and tasks, the more likely they are to complete what has been asked within the allotted time frame.
- Discuss any new changes. If there are any changes in the class schedule or some variation in their routine, tell students as soon as possible so they are not surprised.
- Have a visible schedule. Use a space in the classroom to write down the day’s events. Again, no surprises.
- Create a list of materials for homework. This will help students stay organised.
- Ask them to sit close to you, so you can keep an eye on them. This can also help keep them from getting distracted.
In addition to the tips above, it is also beneficial to get to know the child’s personality and how he or she learns. This may require one-on-one conversations with the student and meetings with the child’s parent or guardian, so everyone stays on track and is looped in on any changes in treatment or behaviour.