Supporting Children with Suspected ADHD

At Rebloom, we know that navigating ADHD—especially in young children—can feel overwhelming and emotional. Whether you’re a parent, educator, or daycare provider, it’s natural to wonder how best to support a child who may be struggling with attention, impulsivity, or emotional regulation. While medication can be a helpful tool, it’s not the only path—and many families are looking for strategies that prioritize relationship, structure, and emotional growth.

This guide offers a holistic, relationship-first approach to supporting children with suspected ADHD, with or without medication.

Environmental Supports: Calm Spaces, Predictable Places

Children with ADHD thrive in calm, predictable environments. Creating structure isn’t about rigidity—it’s about giving kids a soft place to land.

Create Predictability

• Stick to consistent daily routines.

• Use visual schedules and timers (like sand timers or transition songs) to ease transitions.

Limit Environmental Overload

• Minimize clutter and use calming lighting and muted colours.

• Offer noise-cancelling headphones or quiet corners during noisy or chaotic moments.

Movement & Seating Tools

• Incorporate wiggle cushions, fidgets, or standing desks.

• Provide regular movement breaks (every 20–30 minutes): jumping jacks, yoga, or a walk down the hallway can do wonders.

Cognitive & Behavioural Supports: Build Skills, One Step at a Time

Support attention and behaviour through clear guidance and positive reinforcement, not punishment.

Break It Down

• Give instructions one or two steps at a time.

• Pair verbal directions with visual cues or hand gestures.

Pre-Teach Skills

• Practice tricky scenarios (like handling disappointment) ahead of time through roleplay or social stories.

Praise What You Want to See

• Be specific: “I love how you lined up your shoes!” instead of a vague “Good job.”

• Use token boards or sticker charts with quick, achievable rewards.

Teach Self-Regulation

• Introduce tools like:

  • Emotion thermometers or feelings wheels

  • Zones of Regulation visuals

• Keep mindfulness fun and short: “Smell the flower, blow the candle” breathing works wonders.

Social-Emotional Growth: Name It to Tame It

Behaviour is communication. When we respond with curiosity instead of criticism, we help kids feel safe to learn and grow.

Model and Practice Social Skills

• Use puppets or play to explore:

  • Taking turns

  • Asking for help

  • What to do with big feelings like frustration

Correct the Behaviour, Not the Child

• Say: “Throwing toys is unsafe,” not “You’re being bad.”

Rehearse Calming Strategies

• Build a “calm kit” together with chewable jewelry, stress balls, a photo of a pet, or sensory toys.

• Practice when the child is calm—not in the heat of the moment.

Relationship First: Connection Before Correction

Children with ADHD often feel like they’re “too much.” Consistent, compassionate connection is the antidote.

One-on-One Moments Matter

• Even 2 minutes a day of playful check-in (e.g., “If you were an animal today, what would you be?”) builds trust.

Celebrate Small Wins

• Acknowledge effort, not just outcomes: “You tried again even when it was hard.”

Co-Regulate Before Redirecting

• Meet the moment with empathy: “It looks like you’re having a hard time. I’m here.”

• Then guide them toward expected behaviour with calm, confident support.

Reflect Together

• “I noticed you got upset when we had to stop the game. Let’s talk about that.”

Executive Function Support: External Brains for Little Minds

Executive function challenges (like remembering steps or managing time) are often at the heart of ADHD. External tools can bridge the gap.

Make the Invisible, Visible

• Use checklists for routines: getting dressed, bathroom steps, or backpack prep.

• Try “First-Then” boards: “First tidy up, then snack.”

Time Awareness Tools

• Use timers, countdown songs, or visual clocks.

Offer Choices Within Limits

• “Would you like to draw at the table or on the floor?”

• Helps increase autonomy while maintaining structure.

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