Supporting Children with ADHD During Online Learning

1. Make the first step visible

“Complete the assignment” contains many hidden steps. Replace it with a clear starting action, such as opening the document, reading the first question or writing three keywords. Give one or two instructions at a time and ask the child to explain the next step in their own words.

Use a short checklist, visual schedule or worked example when it genuinely reduces memory load. Keep it beside the task rather than adding another app that the child must remember to open.

2. Break work into achievable periods

Divide longer tasks into small sections with a clear finish point. A timer can make the work period predictable, but it should not create panic or turn learning into a race. Begin with a period the child can manage, then review it together.

Alternate demanding and less demanding work when the teacher’s plan allows. Offer limited choices such as which task to begin first or whether to type or handwrite. Choice can support engagement without asking the child to design the whole lesson.

3. Build movement into the plan

Movement and fidgeting can help some children regulate alertness. Agree on options that do not interrupt the lesson, such as standing at a bench, using a foot band, taking a short movement break or listening to part of a lesson while walking in a safe space.

Movement is not a reward that must always be earned. It can be an access support. Ask the child what helps them return to learning and check whether the strategy improves participation rather than assuming that sitting still is the goal.

4. Reduce unnecessary digital friction

Prepare the device, charger, login and files before the lesson. Close unrelated tabs and silence non-essential notifications. Keep required links in one document or bookmark folder. Headphones, captions, text-to-speech, speech-to-text or screen adjustments may help some children, depending on their sensory, language and learning needs.

Technology-based programs should not be described as ADHD treatment simply because they are engaging. Digital interventions vary widely, and evidence for specific products is mixed. Use technology to improve access to the actual learning task unless a qualified clinician has recommended a particular intervention.

5. Use immediate, specific feedback

Feedback is most useful when it names the action: “You checked the instructions and submitted the first section.” Reinforce starting, asking for help, using a break appropriately and returning to the task, not only accuracy or the amount completed.

A simple agreed reward can support a difficult routine, but avoid complex systems that require constant monitoring. Rewards should not replace appropriate adjustments or be removed for behaviour the child cannot yet regulate consistently.

6. Protect the parent-child relationship

A parent or caregiver cannot be expected to become the classroom teacher. Agree on what support is realistic and when the teacher should step in. If a task repeatedly ends in conflict, pause and identify the barrier rather than escalating pressure.

Use neutral language: “This task has too many steps. Let’s find the first one.” Avoid labels such as lazy, careless or unmotivated. If the assigned workload is regularly unmanageable, document what is happening and review the task, adjustment and communication plan with the school.

Review the whole picture

Learning difficulties may be influenced by sleep, anxiety, low mood, medication timing, pain, sensory demands, language, specific learning difficulties or changes at home. A sudden or marked change deserves broader consideration rather than being attributed automatically to ADHD.

Medication decisions remain with the child’s prescribing clinician. Families should not change the dose or timing to fit online lessons without clinical advice. A psychologist, paediatrician, GP or other suitably qualified professional may help when difficulties are persistent, affecting wellbeing or creating ongoing family conflict.

Keep online learning connected to school

Review the plan with the child and teacher. Ask what supported engagement, what created extra effort and which adjustments should continue across online and classroom settings. The aim is access, participation and learning, not making the child appear indistinguishable from peers.

Read Quirky Kid’s guides to ADHD support and adjustments at school, ADHD signs, assessment and support and managing attention difficulties. Families can also explore child and family psychology consultations or contact the Quirky Kid team for non-urgent service questions.

This article provides general educational information. It does not replace individual educational, medical or psychological advice.