Understanding ADHD in the K–12 Classroom: A Practical Guide for School Practitioners
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Key takeaways for school practitioners:
- ADHD is one of the most common neurodevelopmental disorders of childhood.1
- Since 2000, the percentage of American students diagnosed with attention deficit hyperactivity disorder (ADHD) has jumped from 6.9% to 11.4% — a 65% increase.2,3
- ADHD manifests itself in three key ways, including inattention, hyperactivity and impulsivity.
- Students with ADHD can also bring numerous strengths, including creative and innovative thinking, as well as high energy and enthusiasm.
- Effective school-based supports for students with ADHD typically fall into three main categories: behavioral classroom management, organizational skills training, and environmental and instructional supports.
What is Attention-Deficit/Hyperactivity Disorder (ADHD)?
ADHD is a developmental disorder characterized by an ongoing pattern of inattention, hyperactivity and/or impulsivity. While these behaviors can be common in many people, those with ADHD exhibit the behaviors frequently and in multiple environments, such as school, home, and in the community.
While ADHD symptoms can vary in severity, about 6 in 10 children are considered to have moderate or severe ADHD. It’s also more commonly diagnosed in boys (15%) than girls (8%).3
Because symptoms can change over time, the presentation may change over time as well.
How prevalent is ADHD in U.S. schools?
As one of the most common neurodevelopmental disorders of childhood, the incidence of ADHD has surged: Since 2000, the proportion of American students diagnosed with ADHD has jumped from 6.9% to 11.4%, a 65% increase.
In addition, 78% of children with ADHD have at least one other condition, whether behavioral or mental-health-related.3
What are the key traits of a student with ADHD?
Three presentations of ADHD can occur:
- Predominantly Inattentive Presentation
- Predominantly Hyperactive-Impulsive Presentation
- Combined Presentation (a combination of inattentive and hyperactive-impulsive symptoms)
That means that students with ADHD will present in different ways.4 Some of the most common symptoms include inattentive behaviors, such as difficulty paying attention, keeping on task or staying
organized; hyperactivity, including moving around even when it’s inappropriate, feeling restless or talking excessively; and impulsivity, which can manifest as interrupting or having trouble waiting for activities or turns.
Students with ADHD also typically exhibit strengths that include creative and innovative thinking, which can be useful for writing, design and project-based learning; high energy and enthusiasm, which contribute to collaboration and leadership; and a sense of humor and expressiveness, which help enhance classroom engagement and peer interaction.
“Students with ADHD often possess average to above-average intelligence, yet their academic performance may not reflect their true ability due to challenges with executive functioning and behavioral regulation,” explains Kathleen Woodward, a nationally certified school psychologist and sales manager and senior assessment consultant for Pearson. “In school settings, the purpose of evaluation is not solely to diagnose ADHD, but to identify the supports, interventions, and accommodations that will enable the student to be successful.”
How can educators create a classroom that supports students with ADHD?
The goal is to ensure all students reach their potential, Woodward emphasizes. “Every student with ADHD brings a unique set of strengths and needs, and it’s our responsibility to ensure each one receives an education that truly supports their success.”
Many high-impact supports are low-cost and beneficial to all learners, not just students with ADHD. Occupational therapist and Pearson product manager Melinda Cooper notes that often the modifications you use can benefit the whole class, supporting the goal of focusing on inclusion rather than exclusion.
Effective school-based supports for ADHD typically fall into three main categories.
- Behavioral classroom management, which focuses on reinforcing positive behaviors through structure, consistency and feedback. Examples of support include:
- Sharing clear, specific expectations and regularly reviewing them with the class
- Providing immediate, behavior-specific praise
- Implementing daily report cards or goal tracking systems
- Using reward systems for motivation
- Organizational skills training, which builds executive functioning skills like managing time, materials and tasks. Examples of these supports are:
- Modeling the use of planners, checklists and assignment trackers
- Breaking assignments into smaller steps with deadlines
- Using color-coded folders or other subject systems
- Building daily routines for recording and submitting work
- Environmental and instructional supports, which include adjusting the learning environment and teaching methods to improve focus and engagement. For example:
- Reducing visual and auditory distractions where possible
- Offering choice in how students complete assignments
- Breaking lessons into shorter, varied activities
- Incorporating regular movement breaks
“Neurodivergent learners need to understand that their brains just work a little differently,” emphasizes Rebecca Whalen, M.A., CCC-SLP, a speech language pathologist and Pearson assessment consultant. “A strengths-based approach will allow them to engage and succeed.”
What resources can help support students with ADHD?
Wondering how you can better support students with ADHD? Here are some resources to consult:
- Podcasts, such as Shining with ADHD or ADHD Reading
- Research institutes like the ADHD Evidence Project
- Non-profit organizations like Children and Adults with ADHD (CHADD), which also has an educator subsite
- Professional associations like the National Association of School Psychologists, the American Speech-Language-Hearing Association, and the American Occupational Therapy Association
- Industry leaders offering professional resources and tools like Pearson
Whalen notes, “One of the most meaningful ways to stay current is by just listening to neurodivergent people and neurodivergent voices. Lived experience brings a level of insight that research alone can't capture.”
For more information on ADHD, visit Pearson ADHD Tools & Resources.
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