Understanding ADHD: Navigating schooling in the UK

Introduction:

It is thought that around 1 in 20 children have Attention Deficit

Hyperactivity Disorder (ADHD). This is a neurodevelopmental
condition that affects the way the brain works and develops. People
with ADHD may have difficulty concentrating, managing impulses and
hyperactivity, as well as emotional regulation. But we have lots of
strengths too; we can be driven and focused on our interests,
enthusiastic, innovative and creative.

My name is Carly Steel and I have been working with neurodivergent

children, young people and their families for around 14 years. I am a
qualified teacher with a master’s degree in autism and experience of
teaching and leadership within a number of educational provisions.
Most importantly, I have first hand experience of surviving and
thriving in a neurotypical world as an autistic ADHD individual myself.

Supports for ADHD

There’s so much you can do to support a child with ADHD and here’s a few ideas to get your started:

• Make things new or novel.

Is there a new way to do homework? Maybe a different position or space, new
stationary or creative presentation of work.
• Make it urgent.
Set a deadline, use a timer, make it a competition or a game.
• Use our personal interests.
If you want to see our supreme hyperfocus then redirect it by combining boring tasks
with our interests. This can be as simple as using background music.
• Small steps.
Differences in executive functioning (planning and organisation) mean that big tasks
or those without a clearly defined ending are very overwhelming. Help by breaking it
down into small chunks that we can tick off along the way.
• Mindfulness
Mindfulness can really help calm a busy mind, but meditation can be difficult for
children with ADHD. Instead try mindfulness in nature, yoga or asking the person
concrete questions such as what can they see/hear/smell/taste/touch. Toys where
the breath is directed by a visual such as a glowing light can be really useful for
helping neurodivergent children to focus and remain grounded.
• Add in movement!
This is fundamental knowledge when supporting ADHD learners. Movement
improves listening, concentration and achievement. It can be implemented through
regular movement breaks such as walking around, dancing or fidget toys.
Fidget toys: A useful tool

Fidget toys provide sensory input and tactile stimulation, helping to channel excess energy and
improve focus. By engaging our hands we can satisfy our need for movement, particularly helpful
when combined with visual stimulation. They may even help with memory and emotional regulation.
Best of all, they don’t have to be expensive, noisy or disruptive to others.

The role of reasonable adjustments

In the UK, schools are legally obligated to make reasonable adjustments to accommodate students
with disabilities, including ADHD. These adjustments are designed to level the playing field and
provide tailored support to meet the individual needs of each student. Reasonable adjustments can
encompass a range of accommodations, from extra time on tests to preferential seating and access
to note-taking aids.

Despite legal requirements, implementing reasonable adjustments for students with ADHD can
sometimes present challenges. Some schools may be hesitant to embrace accommodations like
fidget toys due to concerns about disruption or lack of understanding. Issues may also arise if
learners do not have a formal diagnosis, but this should not usually be a barrier. In such cases,
effective advocacy and communication are essential.

For this reason, I have created a free resource called ‘Reasonable adjustments for ADHD’ aimed at
parents, carers and teachers. It provides examples of reasonable adjustments that will improve a
child’s experience at school. For parents it even covers questions to ask education providers and how
to support your request for adjustments.

Conclusion: Empowering learners

In conclusion, understanding ADHD and navigating schooling in the UK involves recognising the value
of accommodations such as fidget toys and other reasonable adjustments. Remember, every single
person with ADHD is different and will have different needs so I would recommend trying a range of
different strategies and fidget toys to see what works for you or your child.

As teachers and parents we can create environments where students with ADHD can thrive
academically and beyond. Effective communication, collaboration, and a commitment to
understanding individual needs are essential steps on this journey.

If you'd like more information about my work or access to training courses, please feel free to reach
out at info@carly-steel.com or http://linktr.ee/carlysteel