This Twinkl resource, created for educators, teaching assistants, and parents, provides comprehensive guidance on supporting children with Attention‑Deficit/Hyperactivity Disorder (ADHD). It begins with inclusive language and a disclaimer, then defines ADHD using DSM‑5 criteria and outlines the three presentations (Predominantly Inattentive, Hyperactive‑Impulsive, Combined). Detailed symptom lists for each presentation are given, followed by a catalogue of common co‑occurring disorders and the implications for assessment and planning. The guide debunks prevalent myths about ADHD, linking each to evidence‑based rebuttals. A core section presents practical classroom strategies—organisation, behaviour management, and in‑attention/impulsivity/hyperactivity supports—applicable to all learners. It then offers presentation‑specific tactics for Inattentive and Hyperactive‑Impulsive students. Separate subsections address supporting young children (visual timetables, concise instructions, seating, movement breaks, game ideas) and older learners (culture, SEL, break‑signalling, varied delivery, visual expectations). Wales Teaching Assistants recommendations add advice on questioning, buddy systems, strength‑based tasks, goal‑setting, and friendship development. The document lists downloadable resources (mind map, activity pack, posters) and summarises barriers to learning in a mermaid graph that maps ADHD traits to suggested interventions. Finally, an ADHD Activity Pack outlines arts‑and‑crafts and science‑experiment ideas for engagement. Throughout, the tone is instructional, supportive, and evidence‑based, emphasizing individualized, strengths‑focused approaches.
Topics
ADHD Definition, Diagnostic Criteria, and Presentations
Explains ADHD as a neurodevelopmental disorder, cites DSM‑5 criteria, outlines the three presentations (Inattentive, Hyperactive‑Impulsive, Combined) and severity levels.
Symptom Profiles by Presentation
Lists specific observable behaviours for Predominantly Inattentive, Hyperactive‑Impulsive, and Combined types, including frequency thresholds for diagnosis.
Co‑occurring Disorders and Their Impact
Enumerates common comorbidities (e.g., anxiety, learning disabilities, tic disorders) and notes how they affect assessment, planning, and classroom support.
Myths and Misconceptions About ADHD
Identifies seven prevalent myths (e.g., “ADHD is not a real disorder”, “over‑diagnosed”) and provides evidence‑based rebuttals.
General Classroom Strategies for All Learners
Offers universal tactics—strategic desk placement, short goals, colour‑coding, visual rules, immediate praise, movement breaks, predictable routines, uncluttered environment, visual timers, and specific praise.
Targeted Strategies for Predominantly Inattentive Students
Provides tactics such as alternating task interest, fidget toys, chunking activities, visual task instructions, headphones, and varied task types.
Targeted Strategies for Hyperactive‑Impulsive Students
Recommends minimising wait times, reinforcement, visual prompts, sit‑and‑move cushions, weighted blankets, fidget toys, clear usage instructions, frequent breaks, task chunking, checklists, and non‑confrontational feedback.
Supporting Young Children with ADHD
Focuses on visual timetables, concise multi‑step instructions, seating considerations, short work goals with timers, job‑based movement breaks, proactive break cues, and game‑based learning ideas.