Challenging Classroom Situations for Young Children with ADHD

One of the most challenging situations for both young children with ADHD as well as their teachers are transitions. These transitions may include going from one activity to another; going from one station to another; going from the classroom to recess; going from the classroom to lunch; or leaving school to board the bus at the end of the day. Why are transitions so difficult for young children with ADHD?

Young children with ADHD become highly focused on the activity in which they are involved. Therefore, they do not pay attention to the directions that their teacher tells them to follow in order to make a smooth transition to the next activity. They are driven by the moment in which they are involved in one activity, so when it is time to transition to a new activity, they find it very challenging to leave the one in which they were occupied.

Additionally, these children often become overly excitable when they are required to move, which may result in them rushing to the next activity that they find more interesting.

Why do young children with ADHD behave in this way? They have developmental delays in their ability to inhibit inappropriate behavior, in some cases of up to three years. In other words, the behavior of a six year old may be more representative of the behavior of a three year old.

This developmental delay offers a dilemma to teachers of young children with ADHD, which we will discuss in the next blog. They do not stop to evaluate their actions. Additionally, they do not remember the reminders that the teacher gives them to put their things away, such as their toys, before going to the next activity.

What can teachers do to help young children with ADHD to transition more smoothly? It is imperative for the teacher to be very clear about the class rules as related to transitioning. In fact, if the teacher collaborates with her students to agree upon the rules for transitioning, the children will feel ownership and will most likely transition more successfully. However, it is very important that the teacher is very specific concerning exactly what she wants the children to do during transitioning, rather than what she does NOT want them to do. It is easier to walk, for example, than it is NOT to run.

Finally, ask the parents to practice transitioning behaviors at home with their children, so that they will have more practice. In that way, the child learns to exhibit new, positive transitioning skills in two settings, ensuring success in whatever setting in which they find themselves.