What support should schools provide for children with ADHD?
- Dr Harry Woodward
- Feb 5
- 4 min read
AI generated image
Many parents ask the same question:
“My child has ADHD - what support should school actually be giving them?”
If you’ve ever had a meeting that starts with
“They’re very bright, but…”
you’re not alone.
The good news is this:
Schools can help children with ADHD a lot.
And most of the help is simple, practical, and realistic.
ADHD at school is not a behaviour problem
Let’s be very clear.
ADHD is not:
Laziness
Naughtiness
Poor parenting
A child “not trying”
ADHD affects how the brain:
Pays attention
Controls impulses
Manages emotions
Organises itself
In school, this can look like:
Getting distracted
Forgetting instructions
Acting before thinking
Big emotions that arrive fast
When children with ADHD struggle at school, it is usually because the school environment is not working with their brain.
1. Reasonable Adjustments for Children With ADHD
Children with ADHD are entitled to reasonable adjustments at school.
This means small changes that make learning easier.
Helpful examples include:
Sitting near the teacher
Short, clear instructions
Work broken into small steps
Extra time for tasks or tests
Visual timetables and reminders
These are not “special treatment”.
They are basic supports that help children access learning.
In the UK, this is part of schools’ legal duties under SEND guidance and the Equality Act, supported by the NHS.
2. Support With Focus and Organisation
Many children with ADHD struggle with executive function.
This means difficulty with:
Starting work
Staying on task
Remembering what to do next
Keeping things organised
Helpful school support includes:
Checklists
Visual schedules
Clear routines
Gentle reminders
Help organising bags and books
This is not lowering expectations.
It is removing unnecessary barriers.
3. Emotional Support at School
Children with ADHD often experience:
Frustration
Anxiety
Overwhelm
Low confidence
Especially if they are often told off.
Schools can help by:
Teaching calming strategies
Providing quiet spaces
Using praise more than punishment
Offering a trusted adult to check in with
Guidance from NICE highlights the importance of emotional support alongside academic strategies.
4. Movement and Sensory Support for ADHD
ADHD brains often work better when the body moves.
Sitting still for long periods is extremely hard.
Helpful supports include:
Regular movement breaks
Fidget tools
Flexible seating
Standing desks or wobble cushions
The aim is not to stop movement.
The aim is to use movement to support focus.
5. Communication Between School and Parents
Support works best when:
Teachers share positives, not just problems
Parents feel listened to
Support plans are reviewed regularly
Everyone works together
When home and school are aligned, children feel safer - and safer children cope better.
What Schools Do Not Need to Do
Supporting children with ADHD does not mean:
Lowering academic standards
Ignoring behaviour
Making excuses
Treating children unfairly
It means giving them the right tools to meet expectations.
When School Support Is Not Enough
Sometimes reasonable adjustments are not enough.
This may be the time to consider:
SEN support plans
An EHCP (in the UK)
Specialist input from psychology or paediatrics
There is also useful international guidance from the CDC on ADHD and education support.
The bottom line
Children with ADHD do not need fixing.
They need:
Understanding
Structure
Patience
Adults who notice their strengths
With the right school support, many children with ADHD move from:
“always in trouble”
to
“quietly thriving.”
And that change can make a lifelong difference.
FAQ section: School support for children with ADHD
What support should schools provide for children with ADHD?
Schools should provide reasonable adjustments that help with focus, organisation, emotional regulation, and learning. This often includes clear instructions, movement breaks, extra time, and regular check-ins with a trusted adult.
What are reasonable adjustments for ADHD in school?
Reasonable adjustments are small changes that make school easier for a child with ADHD. Examples include sitting near the teacher, breaking work into smaller steps, shorter instructions, visual reminders, extra time, and movement breaks.
Do children with ADHD need an EHCP?
Not always. Many children with ADHD do well with SEN support and reasonable adjustments. An EHCP may be needed if a child needs more support than the school can provide from its usual resources.
Can a school refuse to support a child with ADHD without a diagnosis?
Schools should support a child based on need, even if there is no formal diagnosis yet. A diagnosis can help with evidence, but support should not be delayed if difficulties are clear.
How can teachers help a child with ADHD focus in class?
Teachers can help by giving short instructions, checking understanding, using visual prompts, seating the child away from distractions, breaking tasks into chunks, and allowing movement breaks.
Why is my child with ADHD always in trouble at school?
Often it is because ADHD affects impulse control, emotional regulation, and attention. Without the right support, a child may be corrected more often, even when they are not trying to misbehave.
Should children with ADHD be punished for behaviour?
Punishment alone rarely helps ADHD behaviour. Children with ADHD usually need clear boundaries plus support with regulation, predictability, positive reinforcement, and a plan for what to do when overwhelmed.
What helps ADHD emotional regulation at school?
Helpful supports include calm spaces, trusted adults, regular check-ins, predictable routines, and teaching simple calming strategies. Reducing shame and increasing understanding also helps.
Are movement breaks helpful for ADHD?
Yes. Movement can help children with ADHD regulate attention and emotions. Short planned movement breaks often improve learning and reduce behaviour problems.
What should I ask school for if my child has ADHD?
You can ask for reasonable adjustments, a written support plan, regular reviews, and clear communication. It helps to ask for specific supports like movement breaks, chunked work, visual reminders, and a named adult for check-ins.
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