Supporting Learners with ADHD in the Classroom: Strategies for South African Schools
ADHD in the classroom is a daily reality for many teachers and caregivers across South Africa. Globally, the disorder’s prevalence is around 8% in children and adolescents, and twice as high in boys (10%) than girls (5%). Pupils with Attention-Deficit/Hyperactivity Disorder (ADHD), which is characterised by persistent attention difficulties, hyperactivity, and impulsivity, require an approach guided by understanding and adaptive support.
Recognising the Challenges of ADHD in the Classroom
Identifying the signs of ADHD in the classroom is the first crucial step. Pupils with ADHD may seem inattentive, restless, or impulsive, often speaking out of turn, struggling to follow directions, or finding social situations difficult to navigate. While these behaviours are sometimes mistaken for poor discipline or a lack of motivation, they actually arise from underlying executive function challenges that are beyond the pupil’s control.
Teachers might observe that these learners lose focus easily, have difficulty processing multi-step instructions, or frequently move around the room. They may talk excessively, interrupt peers, or act before thinking. In the fast-paced environment of a mainstream classroom, such actions are often misinterpreted. However, recognising that these traits are rooted in the neurological profile of ADHD, not in disobedience or disinterest, is vital to providing effective, compassionate support that all South African pupils deserve.
Practical ADHD Learning Strategies for Creating a Supportive Environment
Supporting children with ADHD in the classroom focuses on adopting proactive and inclusive teaching methods:
- Consistent routines with clear boundaries and tailored expectations help these pupils feel safe and ready to engage.
- Setting concise, positively stated rules (displayed visually in the classroom), and using visual schedules with cues (such as a bell or chime for transitions) allow pupils with attention difficulties to anticipate changes and reduce anxiety.
- Breaking work into small, manageable steps helps to counteract the tendency for overwhelming and incomplete tasks.
- Written and verbal directions, supported by visual aids like timers and colour-coded folders, give ADHD pupils accessible reminders and support their working memory.
- Consider seating pupils with ADHD away from obvious distractions and allow for frequent, purposeful movement breaks to channel hyperactivity productively.
Many teachers discover that strategies developed for ADHD support also benefit the entire class. For example, multimedia and computer-based learning can increase class participation, while structured routines serve all children. By using ADHD learning strategies as part of general inclusive teaching methods, teachers nurture classrooms that are less prone to disruption and more attuned to pupils’ individual needs.
ADHD Support in South Africa: Going Beyond the Basics
At Unity College in Chartwell, Johannesburg, our approach is based on a layered understanding of neurodiversity. We support pupils with ADHD as well as those with Autism, Down syndrome, Cerebral Palsy, Global Developmental Delays, and more. With small classes, Individual Development Plans (IDPs), and twice-weekly integrated group therapy, each child’s strengths and needs are respected and supported with practical strategies. Our team knows that ADHD in the classroom is a challenge best met with clear structure and much kindness.
If you’re seeking consistent, effective ADHD support you can trust, and want to explore inclusive classrooms for your child, contact Unity College to learn more about our holistic approach to learning.