Student Support File for ADHD (Attention Deficit Hyperactivity Disorder)
Guide for Irish Teachers
ADHD is a neurodevelopmental condition characterised by persistent patterns of inattention, hyperactivity, and impulsivity. In Irish schools, students with ADHD often need targeted support in attention and concentration, executive function, and behaviour management within the NEPS Continuum of Support.
About ADHD (Attention Deficit Hyperactivity Disorder) in Irish Schools
ADHD is a neurodevelopmental condition characterised by persistent patterns of inattention, hyperactivity, and impulsivity. In Irish schools, students with ADHD often need targeted support in attention and concentration, executive function, and behaviour management within the NEPS Continuum of Support.
Prevalence: ADHD affects approximately 5% of school-age children in Ireland, making it one of the most common neurodevelopmental conditions seen in primary classrooms.
Relevant NEPS Need Areas
When completing the Strengths, Interests & Needs section of the Student Support File, focus on these areas for students with ADHD:
Common Strengths
- High energy and enthusiasm for activities they enjoy
- Creative and divergent thinking
- Ability to hyperfocus on preferred tasks
- Spontaneous and engaging personality
- Resilience and adaptability
- Strong verbal communication skills
Common Needs
- Support with sustained attention during non-preferred tasks
- Help with organisation, planning, and task initiation
- Strategies for impulse control in social situations
- Structured routines to support time management
- Movement breaks to regulate energy levels
- Explicit teaching of self-monitoring skills
Support Strategies by Continuum Level
Record these strategies in the Student Support File under the appropriate Continuum level. Choose strategies based on the student's individual needs, not all strategies will apply.
Classroom Support
ALL - Class teacher-led interventions
- Seat near the teacher and away from doors/windows to minimise distractions
- Use clear, short instructions - one step at a time
- Provide movement breaks every 15-20 minutes (e.g., errands, stretching)
- Use a visual timer to support time awareness during tasks
- Offer fidget tools that are non-disruptive (e.g., stress ball, putty)
- Break tasks into smaller, manageable chunks with clear checkpoints
- Provide positive reinforcement for on-task behaviour (praise, sticker chart)
School Support
SOME - SET-led targeted teaching
- SET-led executive function skills programme (2-3 sessions per week)
- Self-monitoring checklist for daily tasks (developed with student)
- Targeted organisational skills teaching (bag packing, homework diary)
- Social skills group focusing on impulse control and turn-taking
- Home-school behaviour diary for consistency across settings
- Structured reward system aligned with IEP targets
School Support Plus
FEW - Multi-disciplinary team involvement
- Individual behaviour support plan developed with NEPS psychologist
- Daily check-in/check-out system with designated staff member
- Intensive self-regulation programme (e.g., Zones of Regulation)
- Regular review with parents, SET, and external professionals (CAMHS, NEPS)
- Environmental modifications documented in care plan
- Consideration of assistive technology for written work (e.g., speech-to-text)
Example SSF Phrasing
Copy-paste ready phrasing for the Strengths and Needs sections. Replace [Student] with the student's name.
Strengths Phrasing
- “[Student] is enthusiastic and eager to participate in class discussions.”
- “[Student] shows creative thinking in art and project-based work.”
- “[Student] has a kind and caring personality and is well-liked by peers.”
- “[Student] demonstrates strong verbal skills and enjoys sharing ideas aloud.”
Needs Phrasing
- “[Student] needs support to sustain attention during independent written work.”
- “[Student] requires strategies to help with organisation and planning of multi-step tasks.”
- “[Student] benefits from movement breaks to regulate energy levels throughout the day.”
- “[Student] needs explicit teaching of self-monitoring skills for on-task behaviour.”
Frequently Asked Questions
What are SMART targets for ADHD in Irish primary schools?
How do I write a Student Support File for a child with ADHD?
What classroom strategies help students with ADHD?
Does a child with ADHD need an SNA?
Official Irish References
Essential Guides
Related Conditions
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