Teaching Students with ADHD

I’d look up from correcting another student’s technique and already Alice* was hanging on the barres, staring off into space. We’d only reached second-position pliés. After tendus on the right, she didn’t want to do them on the left. She constantly interrupted and distracted other students. I made her line leader for the week, talked to her after class and called out her name when she lost focus. But no matter what I did, she wouldn’t pay attention.

When her mother came to me after class one day and told me that Alice was being tested for Attention-Deficit/Hyperactivity Disorder, a light went on. It wasn’t that my student wouldn’t pay attention; it was that she couldn’t.

According to a 2002 report released by the Centers for Disease Control, 1.6 million elementary school-aged children have this disorder, so in a career of teaching dance, it’s likely that you’ll encounter at least a few. Children with ADHD (once known as Attention-Deficit Disorder, or ADD) find it difficult or impossible to concentrate for long periods of time. They can exhibit signs of hyperactivity and are easily over-stimulated mentally.

Because most dance classes are only 45 to 90 minutes long, involve constant change and provide an outlet for physical energy, dance teachers have a unique opportunity to be positive influences on these children. Are there strategies that teachers can use to help them learn dance at the same time as handle their occasionally disruptive behavior? The answer is yes.

To children with ADHD, sensory input rushes by in a constant stream. They are unable to filter out background noise and distractions that you and I hardly notice. Parents peeking through the window into the studio, the poster of the famous ballerina on the wall and the top hats hung above the mirrors are all potential distractions.

“A child [with ADHD] entering a dance class may feel bombarded with all of this sensory input,” says Melinda Boring, an ADHD expert and author of Heads Up Helping: Teaching Tips & Techniques for Working with ADD/ADHD Children. “[It] causes a certain degree of inner agitation that may show up in greater hyperactivity and more difficulty focusing during class.” Keep this in mind, and look around to see what you could do to eliminate these environmental distractions.

Posters and windows aren’t the only culprits. Hula hoops, scarves, tambourines and other props common in creative dance classes can also pose problems if not used appropriately. “Props are a wonderful tool for any teacher. But bring them out as they’re used, and always put them away after you’ve used them to eliminate temptation,” explains Jennifer Jenkins, who received a degree in dance therapy and education from the University of Utah and has worked with more than 40 ADHD students.

If props remain in the room, or within eyesight, they will serve to pull the student’s attention away from the activity at hand. Consider saving them until the end of class “as an incentive to [be attentive] during the first part of class,” suggests Boring.

Once you’ve simplified the classroom environment, think about class organization. One of the advantages of a ballet class is that it follows a set structure—barre, center barre, across the floor, etc. These clear divisions are invaluable in helping an ADHD child. “When a student knows what to expect, there is less anxiety,” explains Boring. “Less anxiety means less fidgeting, improved focus and greater cooperation.” Once an ADHD child becomes familiar with the structure of the class, behavior typically improves.

Encourage ADHD students to set individual goals for themselves during barre exercises, such as straightening the working leg in tendu. This will give them one thing to focus on, rather than becoming overwhelmed. Once you’ve given them a verbal cue, Jenkins adds, “Ask them to say it back to you, and try it.” Positioning a child with ADHD between two other students will also give them strong visual cues to follow.

With younger children, use the same music each week to cue transitions—for example, when it’s time to put away a prop. Eventually students will identify the song and recognize the cue without your having to struggle to get their attention. Jenkins always starts class with soft, soothing music and the same activity, progressing to louder, up-tempo music and more energetic activities as the class continues.

When giving verbal instructions, make eye contact with ADHD students to secure  their attention. When appropriate, combine verbal instruction with another sensory input, such as a tap on the shoulder, to keep all of their senses engaged. “Think about tying in as many of the learning channels [visual, auditory, tactile-kinesthetic] as possible to increase the likelihood of instruction sinking in,” recommends Boring. Speak slowly and clearly, and make it brief. Never forget ADHD students’ short attention span. With all the information bombarding them, making an impression depends on consistent imagery and repetition. Say the same thing, in the same way, every week.

If an ADHD student does misbehave, correct him or her immediately. According to Boring, “children with ADHD tend to live in the moment, so reprimanding [them] after class tends to be ineffective. Ideally, address the issue as it is occurring.” Raising your voice or showing distress will only further increase their sensory input and stimulate their inappropriate behavior, so be sensitive to their feelings, speak to them quietly and avoid embarrassing them in front of fellow dancers.

Give rewards and recognition for good behavior rather than punishment for misbehavior. Something ADHD students can see and touch will be much more effective in reaching them. Even an item as simple as a sticker or stamp worked quite well in retrieving Alice’s wandering attention. If you can’t give a reward to the entire class, arrange with the child’s parents to give it in private. For older children, report good classroom behavior to parents so they can be rewarded at home.

Keep in mind that children with ADHD are frequently reprimanded for things beyond their control—not paying attention, “acting up” or not remembering what they’ve been told. As a consequence, many children with ADHD struggle with low self-esteem. Giving them responsibility in the classroom, whether it’s handing out props, pressing “play” on the stereo or demonstrating a movement, helps them feel like contributing members of the class. “These students need to feel like the teacher likes them, and having them help the teacher in some way builds their self-esteem,” says Boring. Encouragement and positive comments give them added incentive to focus and work harder.

Having ADHD children in class may prove to be a challenge, but it’s one worth tackling. When their energy is given a positive outlet, they will often respond with a great deal of love and joy, making all of your efforts worthwhile. “Be open to inviting these intelligent, fun-loving and creative students into your classroom,” says Jenkins. “Instead of letting them frustrate you, let them inspire you. We have movement in common and if you’re passionate about dance, they will respond accordingly.” DT