Walking into a classroom as a substitute teacher presents unique challenges, especially when supporting students with Attention-Deficit/Hyperactivity Disorder (ADHD). While you may not have the benefit of established relationships or detailed knowledge of individual students, you can still create an environment where students with ADHD can thrive and succeed.
Understanding ADHD in the Classroom
ADHD is a neurodevelopmental condition that affects approximately 8-10% of school-age children. Students with ADHD often struggle with sustained attention, impulse control, and regulating their activity levels. It’s crucial to understand that these behaviors are not deliberate defiance or laziness—they stem from differences in brain development and function that affect executive functioning skills.
Students with ADHD may present in different ways. Some are predominantly inattentive, appearing daydreamy or easily distracted. Others are predominantly hyperactive-impulsive, constantly moving or speaking without thinking. Many students show a combination of both types. As a substitute teacher, recognizing these patterns can help you respond with appropriate strategies rather than frustration.
Start Strong: Setting the Tone
The first fifteen minutes of class are critical. Students with ADHD benefit enormously from clear structure and expectations. Begin by introducing yourself warmly and writing the day’s schedule on the board. This visual roadmap helps students with ADHD understand what’s coming and reduces anxiety about the unknown.
Review classroom rules simply and positively, focusing on what students should do rather than what they shouldn’t. For example, “Keep hands and feet to yourself” works better than “Don’t touch others.” If the regular teacher has left notes about specific students or accommodations, review these privately before class begins and implement them matter-of-factly.
Classroom Management Strategies That Work
Movement is not the enemy when teaching students with ADHD—restriction often is. These students have genuine neurological needs for physical activity. Instead of fighting this, incorporate it strategically. Offer brief movement breaks between activities, allow students to stand while working if it helps them focus, or assign classroom jobs that involve movement, such as distributing papers or organizing materials.
Seating arrangements matter significantly. If you have flexibility, seat students who may have ADHD away from high-traffic areas and visual distractions like windows or doorways. Proximity to you can help—students near the teacher’s desk or presentation area often stay more engaged and can receive subtle redirections without public attention.
Break longer assignments into smaller chunks with clear checkpoints. Rather than saying “Complete the entire worksheet,” try “Let’s finish problems 1-5 first, then we’ll take a quick stretch break.” This approach prevents overwhelm and provides the frequent sense of accomplishment that helps maintain motivation.
Communication: Clear, Concise, and Consistent
Students with ADHD process information best when it’s delivered clearly and repeated in multiple formats. When giving instructions, use short sentences and pause between steps. Make eye contact with students who seem distracted before delivering key information. Write important instructions on the board even as you say them aloud—this dual-channel approach significantly improves comprehension and memory.
Use positive reinforcement liberally and specifically. Instead of vague praise like “good job,” try “I noticed you started working right away—that’s excellent focus.” Catch students doing things right, especially those who typically receive correction. Many students with ADHD hear constant criticism, so genuine, specific praise from you can be powerfully motivating.
When correction is necessary, keep it brief, private when possible, and focused on the behavior rather than the child. “Jessie, I need you to sit down now” works better than “Jessie, you’re always out of your seat disrupting everyone.” Avoid power struggles by offering choices: “You can work at your desk or at the back table—which would help you focus better?”
Academic Accommodations You Can Implement Immediately
Even without extensive preparation time, you can provide accommodations that make a significant difference. Allow students to use fidget tools if the school permits them—small, quiet items that keep hands busy can actually improve attention. If you notice a student struggling to copy from the board, offer them a printed copy or a neighbor’s notes to reference.
Reduce the visual clutter on assignments when possible. If a worksheet seems overwhelming, cover the bottom half with paper so the student focuses on just a few problems at a time. Extended time on assignments and tests is a common accommodation—if you’re unsure about a specific student, err on the side of flexibility rather than rigidity.
For students who finish work quickly or struggle with transitions, have a “when I’m done” list ready—productive activities like reading, drawing, or working on a puzzle that students can do independently. This prevents the restless wandering or disruptive behavior that can occur during unstructured time.
Managing Challenging Moments
Despite your best efforts, challenging behaviors may occur. When a student with ADHD becomes dysregulated —whether through hyperactivity, frustration, or emotional outburst—stay calm. Your emotional regulation models the behavior you want to see. Speak quietly and move slowly; escalating your tone or energy typically escalates theirs.
Remove the audience when possible. Privately redirect the student away from peers to reduce embarrassment and the temptation to “perform” for classmates. Offer a brief break if needed—a trip to get water or a moment in a designated cool-down space can help students reset.Understand that recess and physical education are not punishments to be withheld. For students with ADHD, these movement opportunities are neurologically necessary. Removing them often worsens behavior rather than improving it. If consequences are needed, make them logical, immediate, and brief.
Preparing for Success
Before the day begins, review any notes from the regular teacher about accommodations, behavior plans, or triggers for specific students. Keep the lesson plans as consistent with the regular routine as possible—students with ADHD struggle more than most with unexpected changes. If you must deviate, prepare students in advance: “Today we’re doing something a bit different. Here’s what to expect…”
Connect with school support staff if possible. Special education teachers, school counselors, and teaching assistants can provide valuable insights about specific students and strategies. Don’t hesitate to ask for help — seeking support demonstrates professionalism, not weakness.
Closing Thoughts
Substitute teaching students with ADHD requires patience, flexibility, and an understanding that behavior is communication. When a student struggles to sit still, pay attention, or follow directions, they’re not trying to make your day difficult—they’re managing a real neurological challenge.
Your role as a substitute teacher is significant. You may only spend a single day with these students, but your compassionate, structured approach can make that day a successful one. By implementing these strategies, you create an environment where students with ADHD can learn effectively, maintain their dignity, and perhaps most importantly, experience a school day where their differences are understood and accommodated rather than punished.
Remember that every student with ADHD is unique. What works beautifully for one may not work for another. Stay flexible, maintain your sense of humor, and focus on building connection in whatever time you have. Your understanding and effort make a real difference in these students’ educational experiences.