What does a teacher need to know about ADHD medications?

Get their attention before speaking. Eye contact, gestures, touch or verbal prompts can get students' full attention before giving instructions or speaking to them.

Speak clearly. Give clear and direct instructions about the task, expected behaviour, and how much time students have. These instructions may need to be repeated at the start of each new task.

Simplify instructions and learning. Consider breaking down big tasks into smaller ones. For example, give step-by-step instructions or visual instructions (i.e. pictures). It may be helpful to check their understanding before moving on to the next step or activity. For example, ask them to repeat instructions or answer questions.

Vary teaching formats. Consider using pictures, videos, PowerPoint presentations, objects, or demonstrations to explain concepts and tasks. Hands-on lessons can be very engaging.

Use computer software. Multimedia educational software on the computer or tablet may help some students focus on complex lessons, such as mathematics or reading. Interactive software where students can answer questions and receive immediate feedback is suitable for practising these skills.

Students with ADHD may enjoy arts and music. They may find it easier to focus on these subjects than on other academic tasks.

Some students with ADHD are very creative and may enjoy and excel in the arts. This is great for boosting their self-confidence.

Music and drama can help students explore and express their feelings and behaviours.

ADHD is a problem with self-regulation or self-control. There are seven essential executive functions or self-regulation functions of the brain that are not as well developed as other kids of the same age. It is almost as though children with ADHD are 1-to-2 years behind other kids in their ability to self-monitor and organise themselves with everyday routines and planning throughout the day.

ADHD is not a problem of intelligence and not a deficiency of skills. Kids with ADHD have average intelligence and have the skills to perform the required tasks. However, they have difficulty carrying these tasks out. It is a problem of doing, not a problem of knowing what to do. It is a problem of executing what needs to be done, not a problem of knowing what needs to be done.

The self-regulatory or all executive functions of the brain. That is delayed in ADHD presents in high school.