Strategies to try
These strategies are tried and tested by primary school staff. Often it's a trial and error process to see which strategies are effective for individual children at different times.
We have grouped strategies into 5 main areas although there is quite often an overlap.
Scroll down below these groups to find a list of strategies and hover over a strategy to find out more (on mobile devices, extra info will appear below each strategy).
Inattention
significant difficulty sustaining attention during lesson inputs or tasks that do not provide a high level of stimulation or reward
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Impulsivity
a tendency to act in response to immediate stimuli, without deliberation or consideration of the effects, risks or consequences
Hyperactivity
excessive motor activity and difficulties with remaining still.
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Sensory
discomfort relating to our senses e.g. sound, light, touch, taste, smell
Wider strategies
whole school approaches and links with home/ outside agencies
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We have given a brief description of each strategy and colour coded it to show when it might be needed (but don't be restricted by the categories we suggest here - we have found trial and error helps us tailor strategies to each individual and situation). If you hover over the strategy, information on the intent and practice will be revealed.
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Strategy
Inattention
Impulsivity
Hyperactivity
Sensory
Wider strategies
Identifying patterns
Fiddle toys
Support child to explain their perspective
Food
Speaking to parents
Communication with inclusion manager/ SENCO
Communication with other staff
Send on an errand
Ways agreed with the child for them to communicate their views
Quiet space/ tented area
Intent
to notice repeated patterns of behaviour; look for triggers; identify what works; inform planning and risk assessments.
What it looks like
e.g. the teacher may have noticed that a child is able to maintain concentration if they can stand at their desk for a period of time, teacher is able to communicate this to other children/ staff, noticing the child’s concentration or behaviour changes when hungry so having a snack chart, noticing that a child needs to move after a period of sitting could include giving the whole class a choice of how to sit/ move for the next activity
Cautionary notes
not looking for excuses but reflection to move forward in practice
Identifying patterns
Intent
to remove the child’s need to seek extra sensory input, child learning to self-regulate
What it looks like
Giving the child permission to use tools to regulate their senses, possibly a toolkit for that child to access, explaining to other children why a child might have a sensory toolkit
Cautionary notes
Be aware that it could become a distraction to others
Fiddle toys
Intent
To ensure fairness and a proportionate response to incidents of behaviour
What it looks like
Restorative approaches, including consistent questions that help child to explain, gather perspective and repair relationships
Cautionary notes
Ensure it is not a tokenistic approach which makes child feed devalued or not heard but genuine help to articulate their views
Support child to explain their perspective
Intent
helping the child to understand their basic needs and consequent sensations, such as feeling hungry.
What it looks like
e.g. visual chart that child can tick off when they have had a snack from their ‘snack boxes’ – limit how much food is in there but child can see what food is available to them and negotiate a time when they can have a piece of food. 'Would you like a piece of fruit?' can also act as an effective distraction for deescalation
Cautionary notes
Be alert to the child constantly asking for food/ eating too much. Child may gain a habit of substituting food for an uncommunicated emotion. Not using basic needs as an excuse for poor behaviour, (be aware of this is using terms such as 'Hangry').
Food
Intent
build up understanding of the child, involve parents, looking for patterns, looking for strengths and interests, reviewing parental support required, acknowledge and recognise positives
What it looks like
Invite parents/carers in for informal meetings, e.g. invite parents in early to have positive conversations rather than waiting for an issue to build up. Establish system of key adult in school to be main point of contact and keep continuity (may be class teacher or other staff member)
Cautionary notes
Important to be non judgemental in conversations with parents. Avoid threatening 'speaking to parents', but rather phrase it as part of a solution 'You know we will need to talk with your mum when she comes, but we will do that together, to see how she can help us'. A child may need to learn trust in this triangular relationship, particularly if there have been negative consequences when school have called home. Parents can also feel singled out and embarrased when called out in front of other parents, so consider how this is done.
Speaking to parents
Intent
To ensure consistency of practice. To support reflection on what has gone well and next steps.
What it looks like
Regular communication with inclusion manager in person and recorded. This could include review of IBMP. Useful information shared with wider team by IM. Teacher empowered to support child within the class.
Cautionary notes
To pass over the responsibility for the child to the inclusion manager
Communication with inclusion manager/ SENCO
Intent
To ensure consistency across the school for the benefit of the individual and the team around the child
What it looks like
Team meetings include sharing of effective adaptations for individual children. Useful system for sharing information with learning support staff, e.g. CPOMs, communication booklet, team meetings.
Cautionary notes
Meetings shouldn't be dominated by talk of what has 'gone wrong'. Not the place for 'off loading' with personal and emotional reactions about the behaviour of a child. N.B. Wellbeing of staff important, but a structure such as peer supervision will allow for debriefing on incidents in a more professional and constructive manner.
Communication with other staff
Intent
Distract the child from heightening behaviour. Invest trust in the child.
What it looks like
Asking the child if they can take a message to another staff member e.g. use a folded piece of paper and have simple jobs available, staff knowing that if another staff member asks them to do a job
Cautionary notes
Not to make the child to feel excluded or singling out the child
Send on an errand
Self-care for staff
Planned adaptations to learning task
Responsive adaptations to learning task within lesson
Weighted blanket/ jacket
Special interest items
Check the environment
Frequent breaks
Games to develop skills eg memory games
Different seating/ standing positions
Breaking tasks down
Quick run outside
Intent
Enable voice of the child to be communicated, heard and respected. Empower child to have a say in decisions which affect them (UNCRC)
What it looks like
Provide ways for the child to express themselves e.g. drawing, writing, speaking. Being open to new ways of doing things and keeping an open mind to let that child express themselves, giving the child multiple opportunities to share
Cautionary notes
Be aware of putting too much responsibility on the child, ensure communication is working on realistic outcomes given the ideals of the child and what is possible
Ways agreed with the child for them to communicate their views
Intent
Acceptable and understood that the child might have a space to meet their needs, stopping situations from escalating, acknowledging sensory overload and offering opportunities to reduce it, developing self-regulation skills in the child
What it looks like
Always available area, created in consultation with the child, could be in the classroom or could be another area if agreed with the child, might need to be limited to a certain number of times per hour
Cautionary notes
Not a consequence, punishment, banishment. Not intended to be an escape from hard work that requires more effort. Consider having a limit e.g. once per hour - if a child is wanting to use it more frequently, other strategies might be needed
Quiet space/ tented area
Intent
Giving staff permission to take the time they need, recognise staff are human and are sometimes struggling or tired
What it looks like
Speaking to colleagues/ peers about ways in which you are finding it hard to support a child with ADHD, change of face where another staff member works with that child, asking for advice, recognising when you need help and asking a colleague for support
Cautionary notes
Not intending to make people feel like they are failures, change of face can be positive for the benefit of the child or the staff member so it is not a reflection on what the staff member is doing or that they have failed, not intending to put pressure on the professional to say that a staff member has to get through this on their own or without help
Self-care for staff
Intent
Allow the child to feel more grounded and secure
What it looks like
The child having one or several objects with them in class related to thier special interest. These may be on the desk or kept in a drawer or the teacher's desk, and may be held during lesson times or at break times, depending on what helps the child feel regulated.
Cautionary notes
Watch for the potential for distraction of other children - rules may need to be agreed upon around when/where these objects are used
Special interest items
Intent
Ensure the environment helps the child feel comfortable and does not provide barriers to their ability to focus
What it looks like
Finding out the child's preferences and ensuring environmental factors such as seating position in the classroom, lighting, heat, noise are adapted in line with these preferences where possible
Cautionary notes
Changing the environment too frequently can unsettle some children
Check the environment
Intent
To allow the child a 'pressure release' to help them reset and focus
What it looks like
An arrangement between the child, teacher and other adults who need to be iaware, that the child can take a break when needed. The length and frequency of the breaks will vary according to the age and maturity and needs of the child. The break may be taken inside the classroom, just outdside the classroom, in a separate room (accompanied), or outside the building.
Cautionary notes
Ensure this is used when needed but not as a way to avoid learning. If it seems to become overused then the barriers to the learning that is being avoided need to be unpicked and resolved.
Frequent breaks
Staff meetings/ Personal development meetings
Intent
To improve child's skills for learning, socialising, working memory and concentration by taking turns, listening, remembering items etc.
What it looks like
Playing games with other children or adults e.g. pairs, Kim's game (items on a tray with one being removed at a time and challenge to remember which item removed), I went shopping and I bought...(each turn, the person speaks the list of previously mentioned items and adds one more), snap
Cautionary notes
Short sessions with adults may be needed at first to help child manage turn-taking and frustration when getting it wrong
Games to develop skills
Intent
To aid concentration for children who need sensory feedback from different positions. Reduce hyperactivity by moving positions.
What it looks like
Allow child to stand or sit when working at a table or during carpet time etc.
Cautionary notes
Be ready to explain to the class why this child is e.g. standing when everyone else is sitting. Ensure all staff members, including those covering lessons, are aware of this child's permission to change position.
Different seating/ standing positions
Staff meetings
Intent
Share information and give staff the chance to learn and reflect
What it looks like
High quality training from somebody with a good knowledge of ADHD. Preferably run in an 'ADHD-friendly' way
Cautionary notes
Help it embed by returning to it periodically and sharing strategies, resources, challenges and success stories.
Breaking tasks down
Intent
To provide multiple steps for completion of a task for those with more limited working memory. Reduces number of time child asks for reminder or help.
What it looks like
A visual chart displaying each step necessary for completion of the task that can be given to the child. There may be several charts for each task so that 2-3 steps can be given at one time. Child can then raise hand once the steps on the current chart are complete.
Cautionary notes
Trial and error will enable an achievable number of steps per chart to be determined for individual children. If using working memory games, try and increase the number of steps as working memory improves.
Intent
Ensure the child can succeed at their level
What it looks like
Plan a more active version of the task, alternative ways of communicating the knowledge, advance warning for the child that a particular topic or task is coming up
Cautionary notes
Some children will feel anxious about standing out - this needs to be taken into account
Planned adaptations to learning task
Intent
Start where the child is, each lesson, and be willing to alter activities 'on the fly' so that the child can succeed.
What it looks like
Understanding that what a child is capable of tackling each lesson will vary according to many environmental factors. Being ready to adapt or alter the planned activity for something that is more active, more social, less social, uses different resources, involves smaller steps, or whatever will help the child.
Cautionary notes
Be aware of the difference between 'can't' and 'reluctant to' - ensure the barriers to the task are unpicked and tackled before it is adapted
Responsive adaptations to learning task within lesson
Intent
Provide sensory input so the child can focus
What it looks like
A specially made lap blanket or jacket that the child wears for a length of time
Cautionary notes
Ensure the blanket or jacket is the correct weight for the child. Ensure they do not overheat.
Weighted blanket/ jacket
Quick run outside
Intent
Provide acceptable physical activity and movement. Provide change of scene and fresh air.
What it looks like
Depending on the child and the layout of the site, child may need an adult to accompany them or may be allowed to go unaccompanied for a run around a suitable outdoor space. An agreed time/ distance is known by the child and then they return to the class and task at hand.
Cautionary notes
Not to be used too frequently as it may become disruptive to the rest of the class or prevent the child being able to improve concentration and focussed work. Not used as an excuse to avoid work and so agreed boundaries are needed.