School Struggles Through the Eyes of Children with ADHD

Does your child have a diagnosis or traits of ADHD? Do you wonder how ADHD shows up in your child’s life? Do you wonder how ADHD may be impacting your child in the school setting?

When working with children, I often refer to ADHD as one of your child’s “superpowers.” By identifying this as an individualized superpower, we can explore ways for that superpower to be most useful. My hope is that you, as a caregiver, gain an understanding of how ADHD may show up in the school setting and how we can navigate and make the best use of this superpower.

The Presentation of ADHD

ADHD can show up differently in each child. It can impact a child’s ability to focus, pay attention, listen, or complete their schoolwork. It may also be observed through restlessness, fidgeting, excessive talking, disorganization, or classroom disruptions. An article by Jangmo and colleagues (2019) identifies that individuals with ADHD are at higher risk for challenges with school performance and emphasizes the importance of early pharmacological or therapeutic tools to support better outcomes. In addition to school performance, social connections may also be affected, as a child’s behaviours can challenge peer relationships (Pfiffner & Haack, 2014). I share this information because it is helpful for adults in a child’s life to understand how ADHD can show up—and to highlight that it shows up differently in each child.

Types of ADHD

There are three different types of ADHD, each presenting differently and requiring different supports: Inattentive, Hyperactive-Impulsive, and Combined. Koseva (2024) outlines the characteristics of each type.

• Inattentive ADHD is often marked by difficulty staying focused and organized, along with forgetfulness.
• Hyperactive-Impulsive ADHD typically involves excessive movement (restlessness, fidgeting) and difficulty controlling impulses.
• Combined ADHD includes symptoms from both categories.

These characteristics often create challenges in school. A child who struggles to focus may have difficulty completing tasks, which can set them back academically. A child who is restless or fidgety may struggle to sit through a class period and may need breaks. A child with impulsive behaviours may find it harder to form and maintain peer connections. Each child’s experience is unique, and recognizing these challenges allows caregivers to better support their child in managing them.

Tips to Explore in the School Setting

As a caregiver, you may be wondering what you can explore to help your child’s superpower be best utilized. Every child’s needs vary, and there are helpful considerations to explore with the school to support your child’s success, which may include:

• Seating Arrangement – If your child excels in an environment with fewer distractions, explore a classroom placement that supports this.
• Clear, Brief Instructions – Simple, direct language can help a child follow next steps more effectively and boost their confidence.
• Routines/Rules/Reminders – Routines, rules, and gentle reminders can help your child stay on task and remember important things. A simple routine structure for their school or home day can serve as a visual and concrete reminder. Gentle reminders of socially appropriate behaviour may also support peer connections.
• Slow Down & Extra Time – A child may rush through tasks or schoolwork, and a gentle reminder to slow down can help. This may include taking a break, engaging in a grounding exercise, or having a movement break. Extra time to complete tasks may also be helpful.
• Break It Down – A child may benefit from tasks or schoolwork being broken down into multiple steps or smaller parts to support follow-through.
• Movement Breaks – A child may benefit from moving their body to reset, especially when caregivers or school staff notice them struggling at a particular time of day.
• Collaborate with School – If you notice strategies outside of school that help your child, share them with the school. Likewise, explore strategies the school finds successful and consider using them at home.

I encourage you to connect with your child’s school and explore what may surface in the school setting for your child. Collaborating with the school is a great start to helping your child’s superpower be best utilized.

Final Thoughts

In conclusion, ADHD can vary from child to child, especially in the school setting, but there are many ways to support and mitigate these challenges. My hope is that this blog allows you to reflect on your child’s specific needs and explore resources in collaboration with the school. Therapy can be an option to explore emotion regulation skills, strengthen social skills, and support impulsivity, hyperactivity, and attention/focus — all of which can help your child in school, at home, and in the community. If this resonates with you, please consider reaching out to explore a therapist who might be a good fit for your child. Let’s continue putting your child’s superpower into action.

References

Jangmo, A., Stålhandske, A., Chang, Z., Chen, Q., Almqvist, C., Feldman, I., … & Larsson, H. (2019). Attention-deficit/hyperactivity disorder, school performance, and effect of medication. Journal of the American Academy of Child & Adolescent Psychiatry, 58(4), 423-432.

Koseva, N. (2024). Understanding ADHD: The 3 different types and their symptoms. The ADHD Centre. https://www.adhdcentre.co.uk/understanding-adhd-the-3-different-types-and-their-symptoms/

Pfiffner, L. J., & Haack, L. M. (2014). Behaviour management for school aged children with ADHD. Child and adolescent psychiatric clinics of North America, 23(4), 731.