This guide is for primary teachers, teaching assistants and parents who want practical accommodations for ADHD that work in a real classroom. You will find simple, low-cost changes to seating, instructions, tasks and routines, plus a 10-minute strategy you can try tomorrow.
In the US these changes are called accommodations. In the UK you will more often hear “reasonable adjustments” or “adaptive teaching”. The ideas are the same: small changes that remove barriers so a child with ADHD can show what they really know.
What are accommodations for ADHD?
Accommodations for students with ADHD change how a child learns, not what they learn. The lesson content stays the same. What changes is the environment, the way instructions are given, or the way a child shows their learning.
In England, schools have a legal duty under the Equality Act 2010 to make reasonable adjustments, so that disabled pupils are not put at a substantial disadvantage. The Equality Act explanatory notes on schools’ duty set this out. The SEND Code of Practice explains how schools should plan SEN support.
Good news for busy teachers: many of these changes help the whole class. The Education Endowment Foundation’s SEND guidance points out that pupils with SEND have the greatest need for excellent teaching.
Accommodations for ADHD in the classroom: the environment
Start with where the child sits and what is around them. Understood’s list of classroom accommodations for ADHD includes many of these ideas.
- Seat the child near you and away from doors, windows and busy routes like the pencil pot or sink.
- Offer a wobble cushion, foot band or the chance to stand at a table.
- Keep their desk clear: only what they need for this task.
- Create a quiet work spot that any child can choose, so it is not a punishment.
- Display the day’s timetable with pictures, and point to it when things change.
Giving instructions that stick
Many children with ADHD miss instructions because their working memory is busy. These changes can help:
- Get the child’s attention first, for example by saying their name or a quiet tap on the desk.
- Give one or two steps at a time, not five.
- Show as well as tell: write the steps on the board or a sticky note.
- Ask the child to repeat the instructions back in their own words.
- Use the same words for routines every day, such as “books away, eyes on me”.
Small classroom changes, big difference
The Classroom Tweaks, Distraction Busters and Am I On Task? cards give teachers and parents quick, ready-made strategies. Each is one of 56 ten-minute activities in the Mooki ADHD deck.
Instant download · use on a phone or tablet, or print and fill in at home or school
Accommodations for ADHD inattentive type
Quieter children with inattentive ADHD can sit still and still be lost. Accommodations for ADHD inattentive type focus on starting, staying on track and finishing.
- Chunk the work: cut a worksheet into strips, or fold it so only one section shows.
- Give a start signal: a quick check-in after one minute to make sure they have begun.
- Use a visual timer: short, clear time blocks such as “write for 5 minutes”.
- Offer a checklist: three ticks for “name and date”, “read the question”, “check my answer”.
- Reduce the amount, not the challenge: five maths questions done well rather than twenty rushed.
Movement, breaks and behaviour
Movement is not the enemy of learning. Planned movement can help a restless child reset. Try:
- giving jobs that involve moving, like handing out books or taking a message
- short whole-class movement breaks between lessons
- a private signal the child can use to ask for a break
- praising specific behaviour you want to see, such as “you started straight away”
- quiet, private reminders rather than calling out across the room
Short, frequent feedback works better than one big reward on Friday. A simple tick chart for “on task” moments can be very motivating.
Try it today: the 10-minute “Am I on task?” check
This strategy builds self-monitoring, which is a key skill for children with ADHD.
- Give the child a small card with two faces: “on task” and “off track”.
- Set a gentle timer, or use a quiet chime, every 2 to 3 minutes for 10 minutes.
- At each chime, the child ticks one face honestly.
- At the end, look at the card together and praise the honest ticks as well as the “on task” ones.
- Ask, “What helped you get back on track?”
Over time you can make the gaps longer. The aim is for the child to notice their own attention, without needing an adult to remind them.
Working together with parents
Accommodations work best when home and school talk to each other. A quick weekly note, a shared checklist or a short meeting each term can stop small problems from growing.
In the UK
As the NHS guide to ADHD in children explains, teachers usually share concerns with the SENCo first. The class teacher and SENCo can record agreed adjustments in a SEN support plan, using the assess, plan, do, review cycle. If needs are complex, a parent or school can ask the local authority for an EHC needs assessment.
In the US
Accommodations can be written into a 504 plan or an IEP. Teachers can still make informal changes straight away, while a plan is being put together.
If you’re worried about a child’s progress, talk to the school’s SENCo, or encourage parents to speak to their GP or pediatrician.
Key points
The best accommodations for ADHD are often simple: smart seating, clear instructions, chunked work and planned movement. Choose two or three, try them for a few weeks and review what helps. Small, steady changes can turn a hard day into a good one, for the child and for you.