ADHD High School supports that actually help
- Macca Greene
- Jun 28
- 6 min read
After lots of frustration of reading IEP's all focused on emotional behaviours, or, reactions, from students with ADHD. I've prepared some ADHD supports that would actually help in High School.
Let’s start with this, ADHD is a neurodevelopmental condition. That means the brain is still developing in the areas responsible for planning, attention, memory, and emotional regulation. So when we expect a 13-year-old, scratch that.... because I'm still hearing how seemingly unnecessary it is to ask for supports for an 11 year old starting high school.
They're ELEVEN!!! Some countries don't even allow you to legally leave them at home on their own........ so when we expect a child with ADHD to function like a well-organised adult, we’re setting them up to fail.
And when people say, “But the real world won’t accommodate them,” I just want to scream. "We build ramps. We offer interpreters. We print in braille. We already accommodate people all the time." We just decide which people are “worthy” of support.
So here’s what would actually help an ADHD student in high school, and no, I’m not talking about generic advice like “they just need to try harder.” Or, "extra time on tests." That's great for slow processing, but not every ADHDer needs that, sometimes more time can be worse. I'm meaning real, practical strategies that are grounded in how ADHD brains actually work.
1. Keep Parents in the Loop – Always
Don’t rely on the student to remember due dates, bring home notes, or plan for upcoming events. They can’t. That’s the point. ADHD affects working memory and forward planning. Email the parent. Use an app. Send a carrier pigeon, SMOKE SIGNALS if you have must. If you want that excursion form back, tell the parent. All too often do we get emails and messages about overdue or late assessments the day they are due, or as the last week has showcased. If we had an outline of assessments for the school year. What subject, what the assessment is called, even better would be to know how to navigate to the resources on the overly complicated filing system and abbreviated naming school folders so we can help our child. Our children's file management replicates their bedrooms, chaos.
2. Assessments Should Be Bite-Sized
Stop giving ADHD kids a 6-week project and expecting it to be handed in on time with no support. Those with ADHD don't look forward in time, only the immediate.
So when we get a project in week one and it's due in week 6 without any further check ups, look, you might as well fail them there and save the headache. What would work better, and honestly, this would be perfect for everyone. Break it up into several parts. Part 1 due in Week 2. Part 2 due in Week 4. And don’t even show them Part 2 until they finish Part 1. Chunk it. Guide it. Scaffold it. That’s how they succeed. No more, receive assessment in week 1, draft is due week 5, whole thing due week 6. They WILL fail with that method.
3. The Behaviour Isn’t the Problem, The Build-Up Is
This one I'm sorry, isn't so much for the benefit of the student, or the teachers. But it will help their specialists get the root of the problem more effectively, so, it should hopefully come back to you in a more positive direction eventually. But we aren't so much concerned with the behaviour itself. The throwing the chair through the window, the storming out of class, the screaming at the teacher. There isn't much we can do with this information. Everything with ADHD must be preventative, and so knowing about the build up is the most important factor. The changes in their day, was there a relief teacher, did they have a lunch time detention and never got a movement break, was their a change in routine or something loud going on? All of this information is vital to helping their specialists get a better understanding of what could be going on and how we can all work together to reduce these explosive moments.
4. Give Them One Binder for Everything
There are some schools that insist on having one book per class and have specifically said that larger books with separate sections, or even binders, are not acceptable to be used for school classes. But for many, having a single binder or folder that holds every subject’s notes, worksheets, and reminders can be a game-changer. Colour-coded, clearly labelled, and kept in their classroom if possible. Less to worry about, less to think about, less to overwhelm them.
5. Let Them Store Books and Tools in Class
Don’t expect them to cart around books, pencil cases, and random worksheets. If they can store gear in the classroom, they’re way more likely to actually have what they need when they need it. I couldn't tell you the total cost of lost or broken items needed for school. Laptops, tablets, pencil cases with their scientific calculator, etc. These kids we will constantly have to tell them to pick up their laptop from the middle of the walkway at home. To not place a drink right above a powerboard. To make sure they have everything before leaving a particular place, otherwise they would lose it. I know one child that has all of his belongings airtagged and alerts sent to the parents phone for when he walks to far away from them without it on his persons. It's been years, he still forgets these things and only remembers when the alerts go off. And as a parent/carer of 3 children that are moving onto their 3rd, almost 4th laptop/tablet for the YEAR!!!! It would be financially relieving to make an exception for this.
6. Check In at the Start and End of Class
Sounds simple, but it matters. Not much to really go on here about this, just a simple, “do you know what to do?” “Have you started?” “Let me see what you’ve got so far.” That five-second check-in can prevent a whole lesson of distraction or confusion. Although I will warn you, when they say, "yes," it doesn't always mean yes. That could just be an automatic reply, or them being too overwhelmed or embarrassed to ask for help. To actually check, and even go over it once more in front of the class but in a different wording could make all the difference in the world.
7. Let Them Use Timers and Alarms
Timers are not a distraction. They’re a lifeline. ADHD brains respond really well to time-based prompts, it helps cut through time blindness and get them into action. Let them set alarms. Let them use it to stop, too. Because stopping is just as hard as starting. I write this as I ask my kid to set the timer in the room behind me because I know that if it doesn't go off, I'll be writing these for hours and burn myself out. Irony huh.
8. Peer Support or a “Buddy” System
Not for babysitting. For scaffolding. Someone who can remind them what the task was. Someone who can say, “Hey, we need to go now.” Because you know what? Most of them want to do the right thing, they just need the right support to get there. And when I say buddy, I don't mean their best friend. And now, I completely understand that this can go the opposite direction, so use with caution. But if you place someone unstructure with someone structured, they can pull them up. Just as being around positive people can rub off onto others. But it CAN also work the opposite direction, and they may bring down the others.
9. Offer Other Ways to Show Their Knowledge
Not every ADHD kid will thrive in an essay format. Let them make a video. Build a model. Record a voice note explaining their thoughts. They still learn, and you’ll probably learn more about how they think, too.
10. Do the Work In Class
Don’t assume they’ll do it at home. Not because they’re lazy, because home might be full of distractions, stress, or no support. Always keep this saying in thought when working with ADHD. If it's out of sight, it's out of mind. That goes for work as well. Sometimes, even if the parents have the memo of school work needing to be done, trying to get them started can be next to impossible because it's simply the wrong setting, or because they are completely burnt out. And something many teachers don't get to experience, 'if you think they're hard during the day at school. Just remember that their medication has worn off by the time they get home.' We sometimes have no hope. If it’s important, make space for it in class with adult guidance.
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