Inclusion of children with attention difficulties within a mainstream classroom
Michelle Rondeau Michelle Rondeau is an Assistant Headteacher, Inclusion Leader, and Designated Safeguarding Lead (DSL) in a large three-form entry mainstream primary school, with 15 years’ experience as a qualified teacher, including seven years as a SENCo across two primary schools. She holds a Master’s degree in Education (Leadership and Management), the NASENCo Award, and Nurture UK accreditation, reflecting her commitment to inclusive practice and leadership. She is currently in the fourth year of a part-time Doctorate in Education, researching strategies used in mainstream classrooms to support children with attention difficulties.
As classrooms become increasingly diverse, teachers are being asked to meet a wide range of needs whilst ensuring that every child feels included, understood and has the resources to succeed. Recent educational reforms have placed a strong emphasis on inclusion, early intervention, and the development of self-regulated learners. At the same time, many schools are reporting increasing numbers of children being referred for attention-deficit-hyperactivity-disorder (ADHD) assessments or presenting with attention-related needs. This places additional responsibility on teachers, particularly in primary schools where children are at the beginning of their diagnostic journey. ADHD is commonly understood as a neurodevelopmental condition that can affect attention, impulsivity, and activity levels. However, every child experiences these difficulties differently, so supporting children with attention difficulties requires more than simply managing behaviour. Whether a child has a diagnosis of ADHD, or is beginning the assessment process, a teacher's role is significant. The strategies they use within the classroom, how instructions are delivered, how tasks are adapted or how behaviour is interpreted, can impact a child's experience, and significantly shape their journey through school. For example, one child may struggle to remain seated during whole class inputs, frequently fidgeting or seeking movement. Another may sit quietly throughout the lesson but miss key information because their attention has drifted elsewhere. These behaviours may look different, yet both children require support to access their learning successfully. A teacher may discover that standing beside a pupil before giving instructions improves their attention and task completion, another may learn that providing a visual checklist helps a child organise their work.
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In many classrooms, teachers already use a range of strategies that support children with attention difficulties, including breaking instructions into smaller steps, providing visual reminders, adjusting seating arrangements, offering movement breaks or using positive reinforcement. If they know a child becomes overwhelmed by a full page of instructions, then consideration into how this is adapted is required. Instead of presenting all the information at once, the teacher may reveal one task at a time, checking understanding before moving on. Or a child who frequently forgets what they need to do next may benefit from a simple checklist on their desk. Another child may be given the responsibility of delivering messages around the school or handing out resources, providing them with opportunities for movement whilst maintaining engagement with learning. These small adjustments often emerge through observation and reflection rather than formal professional learning with many teachers reporting that their understanding of ADHD develops through experience, such as, conversations with colleagues, trialling new strategies, and supporting children within their classroom. These experiences often shape practice rather than formal training and, whilst experience is valuable, it can also result in inconsistent approaches across schools and classrooms. Additionally, these strategies may be introduced for one child but they can support many in the classroom. For example, visual timetables help children anticipate transitions throughout the day, reducing anxiety and uncertainty. Clear and concise instructions support children who find it difficult to maintain focus, but they also benefit pupils learning English as an additional language and those who require additional processing time. In this way, adaptive practice improves accessibility for everyone.
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Teacher beliefs and attitudes play an important role in shaping children's experiences. When educators view attention difficulties through a lens of understanding rather than blame, they are more likely to seek supportive and inclusive solutions. Such as, a child who calls out repeatedly during a lesson may be viewed as disruptive or that the behaviour is expressing that they need support and struggle with impulse control. This shift in perspective can change the response, rather than receiving repeated sanctions, the child may be given strategies to support turn-taking, a visual reminder card or planned opportunities to contribute. Despite growing awareness of neurodevelopmental differences, opportunities for training continue to vary across settings. Some teachers have access to specialist support and ongoing professional development, whilst others rely largely on personal experience. Strengthening professional learning opportunities has the potential to benefit both teachers and pupils. When staff understand why particular strategies are effective, they are more likely to implement them consistently and adapt them confidently to suit individual needs. Ultimately, teachers operate at the intersection of inclusion, learning and wellbeing. For children with attention difficulties, positive relationships often matter as much as carefully planned interventions. A child who knows their teacher understands them is more likely to take risks in learning, ask for help when needed and persevere when tasks become challenging. Something as simple as greeting a child warmly each morning, celebrating small successes, or acknowledging their efforts can have a lasting impact on their confidence. Effective inclusion begins with understanding. When teachers have access to meaningful professional development, opportunities for reflection and supportive school systems, they are better equipped to meet the needs of children with attention difficulties. In doing so, they not only support individual learners but also contribute to classrooms where every child feels valued, capable and able to have a sense of belonging.
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