Have you ever just wanted to quit because of a student that would not stop blurting? The reality of ADHD in the classroom is that teaching students who lack impulse control can be frustrating.
ADHD has many characteristics, but impulse control may be the most noticeable, and frustrating. It happens because the students can’t regulate their immediate reactions.
Although it can look and feel like disobedience, it is actually a part of their neuro-divergence that is impacting an area of the brain. And blurting may not be the only impulse control you are seeing.
Cost of Inaction: ADHD in the Classroom:
Impulse control impacts both the student and their environment due to:
Disruption to Learning
A lot of fidgeting and blurting and chatting impacts both the student with ADHD and their peers. You lose instructional time and often the learning experiences become fragmented.
Difficulty Following Instruction
The fidgeting and blurting can prevent the student with ADHD or their peers from being able to fully absorb and process the instructions, leading to misunderstandings or incomplete tasks.
Challenges in Social Interactions
Students with impulse control struggle with give and take in conversations which leads to difficulty making friends. Unfortunately, this will cause an additional impact to the emotional well-being of the neuro-divergent student.
Why Address ADHD in the Classroom?
In my work as a Special Education Coordinator I often listened to teachers who wanted me to “fix” the student with ADHD in the classroom. Students with ADHD in the classroom struggle with executive function skills.
Impulse control is one of the executive functions, and executive functions are used by us all to lead happy, healthy productive lives. Let me share about executive functions for just a minute as a way of answering the cost of inaction by not addressing ADHD in the classroom.
What are Executive Functions?
Executive functions are mental processes, that we call executive functioning skills, that help us all to set and carry out goals. We all use these skills to solve problems, make plans and manage emotions.
The Long Answer
Some will tell you there are three main types of executive functioning:
- working memory
- cognitive flexibility
- inhibition control
Others will tell you that these three types of executive functioning break down further into:
- self-restraint
- working memory working memory
- emotion control
- focus
- task initiation
- planning/prioritization
- organization working memory
- time management
- defining and achieving goals
- working memory
- flexibility
- observation
- stress tolerance
Regardless of which camp you fall into, these are skills that we all need.
The Short Answer
Executive function skills are developing throughout your students’ developmental stages. So, by supporting ADHD in the Classroom you are supporting the growth of executive function skills of all of your students.
Remember, just because a student does not have a diagnosis does not mean they do not have ADHD. By supporting the students with ADHD in the classroom, you may also be supporting students who have unrecognized ADHD in the classroom.
Additionally you may be supporting the executive function skills of students who do not have ADHD but struggle with executive functioning for other reasons. This follows the practice of Universal Design for Learning which simply means to make learning accessible to all learners by removing hurdles to learning.
Hacking Impulse Control Caused by ADHD in the Classroom
Know the Triggers
Neurological and environmental influences can cause problems you are then left to manage. Just some examples . . .
Some situations are tough:
- Abrupt activity changes can make transitions difficult
- Too many options during unstructured time can be overwhelming
Some examples of what makes environments tough and can cause distractions:
- Ticking clocks
- Rustling papers
- Colourful bulletin board can cause distractions
Awareness of these triggers helps you to know the challenges your student(s) your students are facing. Armed with knowledge you can guide your students to, 1) self-awareness and 2) growth.
ADHD in the Classroom: Blurting
Students with ADHD in the Classroom blurt because they have:
- The need to voice thoughts quickly before they disappear
- Difficulty in preventing immediate responses because of impulsive thought processing
Strategies to Minimize Blurting
- Structured Turn-Taking: Use a “talking stick” or some other type of visual aid so everyone knows whose turn it is to speak.
- Cue Systems: Develop hand signals or visual prompts to remind students to wait their turns.
- Positive Reinforcement: Verbal affirmations or a smile and a wink for strong effort can work wonders, especially when balanced with reasonable consequences. When more is required there are also behaviour charts with rewards.
- Role Playing: As a class practice structured conversations where students learn to wait and listen before responding.
ADHD in the Classroom: Fidgeting
Students with ADHD need to move because:
- Movement supports self-regulation and helps to maintain focus and alertness.
- Excess energy needs a physical outlet and it supports cognitive engagement.
Classroom Interventions for Fidgeting:
- Fidget Tools: Stress balls, fidget spinners and silent tactile objects (think squishy animals or sand bags) can help some students manage themselves quietly.
- Flexible Seating Options: Standing desks, wiggle cushions, exercise balls can all help. I allowed students to stand during carpet time, and, because I did not have a standing desk, they were allowed to stand at a low book shelf to do their work.
- Include Physical Movement: Have lots of little movement breaks. They don’t have to be longer than 2-3 minutes, and they don’t have to be intense. Skip counting to calisthenics, and slower Write the Room activities are great to start!
ADHD in the Classroom: Supporting Social Inclusion
Students with ADHD in the classroom need a safe space to be themselves as they learn and grow. By creating an inclusive environment you create a safe space for students to express themselves without judgement.
- Create a respectful classroom environment
- Consider individual support plans that are designed for each student’s need
- Establish Classroom Expectations Together: Engage your students in the plan for how to treat each other. They want to be respected, so they will make suggestions that create respect.
- Establish Classroom Routines: These will prevent or minimize struggles with transition times and create success in this area for all of your students including those with ADHD in the classroom.
- Integrate Collaborative Activities: Collaboration builds strong and healthy classroom communities. By using games and other turn-taking activities your students are building impulse control and relationships at the same time!
ADHD in the Classroom: How to Hack Impulse Control
Students who blurt can be overwhelming to manage initially. However, they need your support, patience and understanding. The cost of inaction is ongoing stress for you. For the students it is academic and social-emotional impact.
We can’t control whether or not a student is diagnosed or medicated, but we can implement healthy evidence-based strategies. This will support students with ADHD in the classroom to minimize the impact.
With patience and empathy you can make a difference for students with ADHD in the classroom.
Have you ever looked in the mirror before your day in the classroom and thought, “I really can’t do this for another day”? If you want more support enroll in my online pocket course on ADHD for comprehensive strategies to manage impulse control issues like blurting and fidgeting, so you can foster a more focused and harmonious learning environment.
Let’s transform your teaching experience for ADHD in the classroom together!
