ADHD in the Classroom: What Teachers Wish Parents Knew

Practical Insights for Parents on ADHD Support in School   

It is late afternoon and your child comes home from school with a crumpled homework sheet. Tears are running down their face because they “forgot again” or “couldn’t finish in time.” As a parent, it is hard not to feel frustrated or helpless. You wonder why your child seems capable at home but struggles so much in class. 

Many parents face this scenario. What is less visible is what happens in the classroom and why ADHD can make school particularly challenging. Understanding these struggles can help parents work with teachers to provide effective ADHD support in school. 

ADHD Is More Than Not Paying Attention 

ADHD is often described as being easily distracted or hyperactive, but it involves much more. Children with ADHD experience difficulties with executive functioning, which includes planning, organising, starting tasks, and controlling impulses. 

In the classroom, this can look like forgetting multi-step instructions, losing worksheets, starting work late, or calling out answers without waiting. These behaviours are not laziness or lack of effort. They reflect differences in how the brain regulates attention and behaviour. 

Structured routines, reminders, and guidance help children navigate these challenges and allow them to demonstrate their abilities. 

Why School Performance Can Differ from Home 

Parents often say, “He can do it at home. Why not at school?” 

Classrooms are cognitively demanding. Children must listen while ignoring distractions, follow verbal instructions, transition between subjects, and manage social expectations independently. At home, the environment is usually quieter, support is one-to-one, and pacing is flexible. 

These differences explain why a child may struggle more at school. Understanding this can reduce guilt for both parents and children. 

Emotional Regulation Is a Hidden Challenge 

Children with ADHD may experience emotions more intensely and recover more slowly. At school, this can show as giving up quickly when work is difficult, arguing when corrected, or tearfulness over small setbacks. 

These reactions are not defiance but reflect difficulty managing emotions in high-demand environments. Parents who understand this can respond with empathy, helping children develop coping strategies that improve emotional regulation over time. 

Effort Alone Does Not Solve ADHD 

Children with ADHD often hear reminders to focus or sit still. While well-meaning, these do not address the underlying differences in attention and motivation. Tasks that are repetitive or less stimulating require extra effort to start and sustain. 

External support, such as clear routines, step-by-step instructions, and immediate feedback, is far more effective than repeated verbal prompts. Children are usually trying, even when it does not appear that way. 

Transitions and Social Situations Can Be Hard 

Shifting from one lesson or activity to another requires cognitive flexibility. Children with ADHD may take longer to settle, appear resistant, or become emotionally dysregulated. 

Unstructured times, like recess, can be socially demanding. Impulsivity or missed social cues may lead to peer misunderstandings. Over time, these experiences can affect confidence and social relationships. Teachers often notice these patterns before parents because they observe peer interactions daily. 

Supporting Homework and Learning at Home 

After a full school day, children with ADHD are mentally exhausted. Homework can feel overwhelming. Signs of fatigue include irritability, avoidance, slow work pace, or emotional outbursts. 

Parents can help by breaking homework into shorter, manageable segments, providing brief movement breaks, and minimising distractions. The goal is to maintain consistency while supporting the child’s focus and motivation. 

Classroom Support Is Not Special Treatment 

Accommodations in school are not unfair advantages. They help children access learning in ways that suit their needs. Examples include clear written instructions, breaking tasks into smaller steps, preferential seating, and positive reinforcement systems. 

These strategies are supported by research and make it easier for children to succeed without lowering expectations. 

Protecting Self-Esteem  

Repeated struggles at school can impact a child’s self-image. Frequent correction, forgotten materials, and unfinished work can make children feel less capable. 

Parents can protect self-esteem by praising effort, highlighting strengths such as creativity and curiosity, and explaining ADHD in age-appropriate ways. When children understand their challenges as part of how their brain works, confidence and motivation improve. 

Working Together for ADHD Support in School 

Collaboration between parents and teachers is essential. Parents can ask teachers about patterns they observe, share strategies that work at home, focus on skill-building rather than behaviour alone, and advocate for structured support when necessary. 

A partnership built on understanding and consistency helps children feel supported both at school and at home. 

Final Thoughts 

ADHD in the classroom is not about laziness or lack of intelligence. It reflects difficulties with regulating attention, behaviour, and emotions in a demanding environment. 

With understanding, consistent support, and collaboration between parents and teachers, children with ADHD can thrive academically, socially, and emotionally. Early guidance from a clinical psychologist can provide tailored strategies, helping both parents and children navigate school challenges with confidence.