What is it?
ADHD (Attention Deficit Hyperactivity Disorder) is a neurodevelopmental condition that affects attention, impulse control, emotional regulation, organisation and activity levels. ADHD is not caused by poor parenting, laziness or a lack of discipline. It is linked to differences in brain development and executive functioning.
Pupils with ADHD may find it difficult to:
• maintain attention for long periods
• follow multi-step instructions
• organise equipment or tasks
• manage emotions and frustration
• regulate activity levels
• wait, pause or think before acting
• transition between activities
• filter distractions or sensory information
ADHD can present differently in different pupils. Some pupils may appear highly active, impulsive and restless, while others may seem quiet, distracted, forgetful or withdrawn. Many pupils experience a combination of inattentive and hyperactive traits.
School environments can sometimes increase difficulties for pupils with ADHD, particularly where there is:
• excessive noise or sensory overload
• long periods of sitting still
• unclear routines
• inconsistent expectations
• limited movement opportunities
• frequent transitions
• high cognitive demand
• negative behaviour-focused responses
Without appropriate support, ADHD can affect learning, friendships, confidence, wellbeing and mental health. Pupils may become anxious, frustrated, overwhelmed or disengaged. Some pupils may mask their difficulties during the school day, leading to exhaustion or emotional outbursts later.
ADHD is recognised as a disability under the Equality Act 2010 where it has a substantial and long-term impact on day-to-day functioning. Schools should make reasonable adjustments and create inclusive environments that support attention, regulation, organisation and emotional wellbeing.
Effective support includes predictable routines, clear communication, movement opportunities, emotional support, sensory awareness, positive relationships and strengths-based approaches. ADHD should always be understood through a supportive and inclusive lens rather than viewed simply as challenging behaviour.
What staff may notice
- Difficulty sustaining attention.
- Interrupting or blurting out answers.
- Forgetting equipment or instructions.
- Fidgeting, movement or restlessness.
- Emotional outbursts or frustration.
- Difficulty waiting or taking turns.
- Appearing distracted or daydreaming.
- Struggles with organisation and routines.
Helpful classroom support
- Use short, clear instructions.
- Break learning into smaller chunks.
- Provide visual routines and structure.
- Allow movement breaks where appropriate.
- Use positive reinforcement consistently.
- Reduce unnecessary sensory distractions.
- Check understanding regularly.
- Provide predictable classroom routines.
Avoid
- Assuming behaviour is deliberate.
- Publicly shaming or humiliating pupils.
- Using lengthy verbal instructions only.
- Removing all movement opportunities.
- Expecting sustained focus without breaks.
- Comparing pupils negatively to peers.
Common barriers
- Low self-esteem.
- Anxiety and emotional dysregulation.
- Sensory overload.
- Difficulty maintaining friendships.
- Organisation and memory difficulties.
- Fatigue from masking behaviours.
KCSIE Links
RSHE Links
- Emotional wellbeing
- Self-esteem
- Mental health
- Relationships
- Managing emotions
- Respecting differences
- Inclusion
- Healthy routines
- Regulation strategies
- Asking for support