According to ADHD UK there are 2.6 million people in the UK with ADHD. Out of those over 700,000 are children. These numbers are steadily rising alongside the rise in Special Education Needs and Disabilities (SEND) pupils in UK schools. This rise highlights the need for adequate support for ADHD and similar neurodiverse diagnoses in order to help neurodivergent pupils and pupils with Special Education Needs (SEN). How can teachers and schools better support their pupils? This article will discuss how to be inclusive and create an environment where every learner can thrive.

What is ADHD

ADHD or Attention Deficit Hyperactivity Disorder is a neurodevelopmental disorder that comes under the neurodiversity umbrella. Individuals with ADHD may have difficulties in concentrating, hyperactivity, impulsiveness, hyper fixations and struggle with executive dysfunction.

ADHD manifest itself in school aged children with difficulties in learning and at times pupils may exhibit behaviour problems. Children may have difficulties sitting still, waiting their turn, paying attention, being fidgety, and acting impulsively (from the American Psychiatric Association). However, ADHD can manifest itself differently in different children with some being more reserved and quiet but having difficulties in concentrating.

Teaching strategies to support ADHD pupils

Supporting pupils with ADHD and adjusting your teaching to suit their needs is vital in order for them to succeed. Here are some strategies to help you in supporting them.

Reframe your view of ADHD

ADHD is often categorised as a lack of attention and being easily distracted, however, pupils with ADHD are just as clever and able to succeed as neurotypical students. By reframing the way you view ADHD you can start to focus on your pupils’ strengths as part of their neurodiversity and not despite it. Being distracted means that they are very aware and observant, relentless can be viewed as being energetic and impulsiveness means that their brains are working quicker than you’d expect. Look at your pupils’ strengths and learn how to work alongside them and not against them.

Break down tasks

Learn to work with your pupil and setting realistic goals for their learning and development. Breaking down their tasks into smaller individual tasks can help them stay focused on the main goal at hand and not get overwhelmed and distracted by a swimmingly huge task. Adding timing to a task can also help (e.g setting a 20-minute timer for one task before moving to the next) as it makes the goal and timing for it clear with a beginning and end.

Think break

Often pupils with ADHD can rush to answer questions or jump to the next task with the first thing that comes to their mind. Encouraging them to have a “think break” can help to encourage them to take their time and consider their next answer. This break only needs to be a few seconds long but can help your pupils in fully observing the information and being able to answer in a considered way.

The role of Teaching Assistants in supporting ADHD pupils

Supporting neurodiverse or SEND pupils requires more time from a teacher and ideally a 1-2-1 approach which can be challenging for a teacher that needs to support a classroom of over 30 pupils. This is where Teaching Assistants come in. Having a Teaching Assistant in a classroom means that there is another set of hands to help support pupils and provide that individual 1-2-1 approach where needed.

Teaching Assistants can bond with pupils and foster an environment of trust where they can create an individualised learning plan that incorporates a range of strategies to support each students’ unique needs.

SEND Teaching Assistant training programmes

LMP Education offers a range of Teaching Assistant funded training programmes that focus on SEND and supporting SEND pupils.

Level 3 Teaching Assistant SEND Pathway

The course is ideal for Teaching Assistants working in mainstream or specialist schools who want to achieve a recognised qualification whilst gaining additional support for the SEND responsibilities. Any Teaching Assistant in a school may undertake this programme, with the DfE recommending all schools having some form of SEND responsibilities or specialism. 

Learn more about the Teaching Assistant SEND pathway programme.

Level 4 Higher-Level Teaching Assistant SEND pathway

This commercial programme is aimed at those who already work as a Teaching Assistant (TA) within a school and wish to further their career by progressing to become a Higher-Level Teaching Assistant (HTLA) with a focus on SEND Pupils. The content of the course is designed to extend learners’ knowledge, understanding and skills allowing them to support pupils/learners within the classroom setting.

Learn more about the HLTA SEND pathway course.

Level 5 Specialist Teaching Assistant

The Level 5 Specialist Teaching Assistant Programme is the natural progression route for teaching assistants who look to further their career in education. This programme offers learners the opportunity to specialise in a particular field of study such as SEND as well as social and emotional wellbeing, or specific curriculum provisions like early reading or EAL (English as an Additional Language).

Learn more about the Specialist Teaching Assistant programme.

Alternative Provision

Alternative Provision (AP) offers education for pupils for whom mainstream education may not be suitable. Often, students with ADHD need the support of AP as mainstream schools are not able to provide the adequate support their require. LMP Action, part of LMP Group supports local authorities and schools in providing Alternative Provision for pupils and helping them to complete their education or return to school. Learn more about Alternative Provision at LMP Action.

If you are interested in learning more book a discovery call with LMP.

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