How Occupational Therapy Helps Students with ADHD and Low Attention Span Succeed in the Classroom

In today’s classrooms, many teachers and parents notice the same challenges recurring: a student who cannot sit still, struggles to complete assignments on time, appears distracted or impulsive, or seems to “tune out” despite possessing strong intelligence and curiosity. Too often, these students are labeled as “lazy,” “unmotivated,” or “disruptive,” when in reality they may be working twice as hard as their peers just to stay regulated and focused. Read this blog to explore how to help students with ADHD improve focus, self-regulation, and learning with occupational therapy strategies that work in the classroom.

Introduction: Understanding the Student Behind the Behavior

Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental conditions affecting school-aged children. It is characterized by patterns of inattention, hyperactivity, and impulsivity that can significantly impact a student’s ability to participate successfully in learning, complete classwork in a timely manner, and manage daily routines.

However, from an occupational therapy perspective, ADHD and low attention span are not behavioral choices, “behavior issues” or a lack of effort. ADHD reflects differences in how the brain processes sensory input, regulates attention and energy levels, manages executive functioning, and responds to environmental demands. When these underlying systems are supported, students with ADHD can thrive academically, socially, and emotionally.

At A Touch of Hope OT, we believe every child wants to succeed. When a student struggles, it is not because “they do not care”; it is because their nervous system needs the right support. Occupational therapists (OTs) work holistically and collaboratively with students, teachers, and parents to help children regulate their bodies, focus their minds, and participate with confidence.

Understanding ADHD and Low Attention Span

What is Attention-Deficit/Hyperactivity Disorder (ADHD)?

ADHD is a neurodevelopmental disorder that affects attention regulation, impulse control, activity level, and executive functioning. Symptoms typically fall into two categories, although many children experience a combination of both.

1. Inattention

• Difficulty sustaining attention in tasks or play activities

• Trouble following multi-step directions

• Frequent careless mistakes in schoolwork

• Difficulty organizing tasks, materials, and activities

• Appearing to daydream or mentally drift

2. Hyperactivity and impulsivity:

• Fidgeting or tapping hands and feet

• Difficulty remaining seated in situations where and when it is expected 

• Excessive talking or movement

• Interrupting or intruding on others

• Acting before thinking, difficulty waiting turns

Combined Presentation: A mix of both inattentive and hyperactive-impulsive symptoms.

Co-occurring Conditions: Many students with ADHD may also have other conditions, such as anxiety, learning disabilities, or oppositional defiant disorder, which can further complicate their educational experience.

ADHD presents differently in each child. Some students are highly active and physically restless. Others appear quiet and compliant but experience internal distractions, mental overload, or anxiety that interferes with learning.

How ADHD Affects Learning: Why Smart Students Still Struggle

Many students with ADHD are bright, creative, and capable. Yet, they still fall behind due to the demands of school. From an OT lens, the struggle often comes down to regulation and executive functioning, not intelligence.

Common learning-related challenges include:

1. Time Management

• Working slowly or losing time due to distractions

• Underestimating how long tasks will take

• Difficulty completing tasks within deadlines 

2. Focus and Sustained Attention

• Difficulty maintaining attention during lectures/lessons

• Trouble staying engaged during independent work

• Becoming distracted by noise, visuals, or thoughts

3. Organization

• Losing materials or forgetting assignments

• Difficulty keeping track of assignments, materials, papers, and supplies

• Struggling with planners and routines

4. Task Initiation

• Knowing what to do, but unable to “start”

• Getting stuck, overwhelmed, or avoiding tasks

5. Task Completion

• Leaving work unfinished, even with understanding

• Rushing through work without reviewing

• Difficulty checking progress or self-monitoring

When these challenges are misunderstood, children may receive constant correction. Over time, this can lead to frustration, anxiety, low self-esteem, and negative school experiences.

ADHD From an Occupational Therapy Perspective: It is More Than Attention

From an occupational therapy standpoint, ADHD affects multiple systems of functioning, including:

• Sensory processing

• Self-regulation

• Executive functioning

• Motor planning

• Emotional regulation

• Time management and task initiation

Many students with ADHD have difficulty with filtering sensory input. A buzzing fluorescent light, scraping chairs, a peer tapping a pencil, classroom chatter, or even their own thoughts can overwhelm their nervous system. When the brain becomes overloaded, it shifts from learning mode to survival mode, which makes focus and task completion extremely difficult.

Occupational therapists look beyond surface behaviors and ask:

• What sensory input does this child need to stay regulated?

• What sensory input is overwhelming or distracting?

• How can we help the student reach a calm, alert, ready-to-learn state?

The Occupational Therapist’s Role in Supporting Students With ADHD

Occupational therapists help students develop the foundational skills necessary for success, not by forcing compliance, but by supporting self-regulation, engagement, and independence.

Key areas OTs address:

• Sustained attention and engagement

• Task initiation and completion

• Smooth transitions between activities

• Organization and planning

• Emotional regulation and coping

• Classroom participation

• Fine motor skills and written output

• Self-confidence and self-advocacy

OT intervention is individualized, strength-based, and collaborative, often involving:

• Student-specific sensory strategies

• Executive functioning supports

• Environmental modifications

• Teacher and parent coaching

• Home programs and carryover routines

Sensory Processing and ADHD: Why Sensory Strategies Matter

Many students with ADHD are either:

• Under-responsive: seeking movement, touch, or intense input to “wake up” the nervous system

• Over-responsive: overwhelmed by sensory input (noise, lights, touch, visual clutter), leading to shutdown or agitation

When sensory needs are unmet, the brain struggles to maintain a state of regulation necessary for learning. Occupational therapy supports regulation through targeted sensory input, especially through proprioception (deep pressure and heavy work) and structured movement.

Sensory Diets: A Key Strategy for Focus and Regulation

What is a Sensory Diet?

A sensory diet is a personalized plan of sensory activities that supports a student in maintaining an optimal level of alertness and calm throughout the day. It provides the right type and amount of sensory input to improve attention, behavior, emotional regulation, and task performance.

Just as our bodies need regular meals, our nervous systems need regular sensory input. Many students with ADHD benefit from movement, deep pressure, and proprioceptive input to stay regulated.

A sensory diet is:

• Preventative, not reactive

• Integrated into daily routines

• Flexible and adaptable

• Supportive of learning, not disruptive

Creating a Sensory Diet for the Classroom

Step 1: Assess Individual Needs

Occupational therapists begin by identifying:

• Sensory preferences (movement, deep pressure, quiet)

• Sensory sensitivities (noise, clutter, touch)

• Times of day when regulation is hardest

• What behaviors appear when the child is dysregulated

This includes collaboration with parents and school staff to gather consistent information.

Step 2: Incorporate Sensory Activities

Movement Breaks (every 20–30 minutes)

• Stretching, yoga poses, chair push-ups

• Walking to deliver papers or messages

• “Brain breaks” with guided movement

• Short hallway walk and return

Movement is not the enemy of focus; it is the key.

Fidget Tools (used with clear expectations)

• Small hand fidgets

• Putty or stress ball

• Pencil toppers

These should support attention quietly, not distract peers.

Calming Techniques

• Deep breathing practice

• Short mindfulness moments

• Guided relaxation or grounding strategies

Step 3: Environmental Modifications

Flexible Seating Options

• Therapy balls

• Wiggle cushions

• Kneeling chairs

• Standing desks

• Floor seating with a cushion

These tools provide subtle movement and proprioceptive input, allowing students to focus without disrupting instruction.

Visual Supports and Predictability

Students with ADHD thrive when expectations are clear and structured:

• Visual schedules

• Step-by-step task lists

• Timers for assignments

• Clear start and finish points

• Color-coded folders/materials

Predictability reduces anxiety and supports task completion.

Reducing Sensory Overload

Small changes can make a major difference:

• Reduce visual clutter

• Use calm, neutral classroom areas for independent work

• Provide noise-reducing headphones

• Seat the student away from high-traffic areas

• Use softer lighting when possible

Strategies for Teachers: Practical Classroom Supports That Work

1. Classroom Management Techniques

• Set clear, concise expectations

• Establish consistent daily routines

• Use positive reinforcement and specific praise

• Focus on strengths rather than punishment

Consistency fosters a sense of safety, which in turn supports regulation.

2. Engaging Instructional Strategies

• Use hands-on, interactive learning

• Break lessons into smaller chunks (“chunking”)

• Add visuals: charts, diagrams, graphic organizers

• Allow movement, verbal responses, or brief standing during instruction

3. Supporting Transitions

Transitions are often the hardest moments for students with ADHD. OT-friendly strategies:

• Provide visual and verbal countdowns

• Use transition songs or cues

• Preview what comes next

• Offer a quick movement break before switching tasks

4. Collaborative Learning

• Pair students with supportive peers

• Use cooperative learning strategies with clear roles

• Build structured group activities to support communication and engagement

5. Communication With Parents

• Share regular updates about what works

• Collaborate on academic/behavioral goals

• Create consistency between school and home strategies

Executive Functioning: How OTs Teach Time, Organization, and Completion Skills

Executive functioning includes:

• Planning

• Organization

• Time management

• Task initiation

• Self-monitoring

OTs support these skills through:

• Visual planners and daily checklists

• Breaking tasks into manageable steps

• Timers and time “mapping.”

• Teaching self-talk strategies (“First I…, then I…”)

• Practicing routines repeatedly until they become automatic

These supports help students become more independent and successful across settings.

Strategies for Parents: Supporting Homework Without Daily Struggle

Homework can become emotionally exhausting for both parent and child. Occupational therapy focuses on making homework more manageable and reducing the cycle of stress, avoidance, and conflict.

1. Create a Predictable Homework Routine

Consistency helps the nervous system feel safe:

• Same time each day

• Same location

• Clear start and finish

• Built-in breaks

Avoid starting when your child is already dysregulated or exhausted.

2. Provide Sensory Input Before Homework

Before expecting focus, regulate the body:

• Jumping on a trampoline

• Wall push-ups

• Carrying groceries

• Animal walks

• Deep pressure hugs (if preferred)

Five to ten minutes can significantly improve attention.

3. Optimize the Homework Environment

OT-recommended setup:

• Minimal distractions

• Clear workspace

• Comfortable seating

• Visual timer

• Noise-reducing headphones, if needed

Avoid watching background TV, using your phone, or engaging in multitasking.

4. Break Homework into Small Pieces

Large tasks overwhelm the ADHD brain:

• One problem/page at a time

• 10–15-minute work intervals

• Scheduled movement breaks

• Visual checklists or charts

5. Teach Time Management and Organization

• Use timers to support focus

• Model use of planners/calendars

• Teach how to pack and check the backpack the night before

• Use color-coded folders by subject

6. Use Encouragement, Not Pressure

Shift the language:

• From “Why can’t you focus?” to “What would help you focus?”

• From “Hurry up” to “Let’s make a plan.”

• From punishment to problem-solving

Emotional safety supports learning and persistence.

7. Build Self-Awareness and Self-Advocacy

OT helps children learn:

• What makes their body feel calm

• When they need a break

• How to ask for help appropriately

• How to use tools independently

These are lifelong skills that protect confidence and resilience.

The Emotional Impact of ADHD and How OT Helps

Many students with ADHD experience:

• Anxiety

• Frustration

• Shame from repeated correction

• Low self-esteem

OT sessions provide a safe space where children feel understood and supported. Therapy focuses on strengths, not deficits, by helping the student build confidence, coping skills, and a positive identity as a learner.

Collaboration Between Teachers, Parents, and OTs: The Key to Success

The most successful outcomes happen when:

• Teachers implement classroom strategies consistently

• Parents support routines at home

• Occupational therapists guide and adjust interventions

• The student feels heard, supported, and valued

OT support may include:

• Classroom consultations

• Teacher education and sensory strategy training

• Home programs

• Ongoing progress monitoring and adjustments

Testimonials: Real Stories from Students, Parents, and Teachers

Student Testimonial (Shared with permission):

“I like therapy because it helps me sit longer and finish my work.”

Parent Testimonial:

“Homework used to be a daily battle. My son would cry, avoid work, and shut down completely. After working with A Touch of Hope OT, everything changed. We learned how to support his sensory needs, and now homework is calm and manageable. He feels proud of himself again.”

Parent Testimonial

“Working with our occupational therapist has been a game-changer. The sensory diet helped my son focus in class and complete homework with less stress. I finally feel confident knowing how to support him.”

Teacher Testimonial

“The strategies provided by the occupational therapist transformed how I support students with ADHD in my classroom. Simple changes like movement breaks and flexible seating made a huge difference. I see more engagement and less frustration.”

Final Thoughts: Every Child Deserves the Right Support

Students with ADHD and low attention spans are not broken. They are wired differently. When we support regulation, sensory needs, executive functioning, and emotional safety, these students can thrive academically and socially.

At A Touch of Hope OT, we are committed to helping children, families, and educators create environments where students feel regulated, confident, and capable of success.