Difficulties with attention or concentration and being very active or doing things without thinking

Young students often cannot pay attention for long—they have a lot on their minds. They are also full of energy and need to move around a lot. They can be impulsive—they do not think through their actions, sometimes leading to hurt feelings, bruises, and scrapes.

Dealing with a student with these difficulties can require time, patience, and adapting teaching practices. It can be difficult to maintain class momentum when a student gets distracted, interrupts, or forgets homework. Many educators also have doubts about how to differentiate between a lack of boundaries and a clinical condition.

As students grow, we expect them to slowly outgrow these behaviors, but some take longer than others. For some, inattention, hyperactivity, and impulsivity last longer, causing problems at home and school.

What is typical?

Inattention, hyperactivity, and impulsivity are common in students under 6 years old. As they get older, the demands increase, and if they stay inattentive, hyperactive, or impulsive, they may have trouble keeping up in school and activities.

There are other times when students may show these behaviors:

• They lack sleep
• They do not eat well
• They feel anxious or stressed
• They feel sad
• They spend too much time on phones or tablets

Even students who are slower to mature usually catch up, and these issues do not typically last into young adulthood. Most of the time, they reach the expected milestones over time. Understanding typical development helps educators differentiate between normal behavior and behavior that requires intervention.

When should I be concerned?

Teachers should worry when these behaviors cause problems in the classroom or with other students. Common signs to watch for include:

Inattention:

• Making careless mistakes in schoolwork
• Getting distracted easily
• Having a hard time listening or paying attention
• Struggling to follow instructions
• Finding long tasks very hard or avoiding tasks that require continuous mental effort
• Forgetting things often
• Losing items frequently
• Being disorganized

Hyperactivity:

• Fidgeting or moving constantly
• Squirming in their chair
• Trouble staying in one spot
• Running or climbing too much
• Having a hard time playing quietly
• Talking too much or changing the subject abruptly

Impulsivity:

• Being impatient
• Struggling to wait for their turn
• Interrupting others
• Blurting things out or speaking without thinking

Other important signs:

• Difficulty organizing time (e.g., starting several things and not finishing any of them)
• Difficulty maintaining friendships due to impulsive behavior
• A constant feeling of being “late” or “lost”
• Low self-esteem, with phrases like “I’m stupid” or “I can’t do anything right”

Some students may have only a few of these issues, while others may have more. Students with inattention often have hyperactivity and impulsivity issues too, making it hard for them to function in school and other activities. If the behavior continually harms the student’s learning, socialization, or emotional well-being, it is worth talking to the family and suggesting a specialized evaluation.

What can I do to help?

Teachers can play an essential role in the learning and development of students with these difficulties. Some helpful strategies include:

1. Open communication: Regularly check in with the student to understand their challenges and how you can best support them. Show that you’re available to support them.
2. Break down tasks: Divide larger assignments into smaller, more manageable steps to help students stay focused and see their progress.
3. Establish clear routines and schedules: Provide predictable routines and visual schedules to help the student stay organized and on task.
4. Use checklists and organizers: Encourage the use of checklists, planners, sticky notes, or other organizational tools to help remember deadlines and commitments.
5. Implement a reward system: Use a positive reinforcement system to motivate and encourage desired behaviors. Appreciate students’ ability to organize themselves, complete a task, or behave collaboratively.
6. Provide opportunities for movement: Incorporate movement breaks or allow for flexible seating arrangements without this being seen as punishment.
7. Collaborate with caregivers and support staff: Share observations with caregivers and consult with the school counselor, psychologist, or other relevant professionals for additional support and strategies.
8. Adapt expectations when necessary: Be flexible with deadlines and ways of assessing learning, recognizing effort and not just the end result.

What kind of professional support can I seek out?

As an educator, you can help by guiding families to the right support. Suggest that they start by talking to the child’s pediatricianor family doctor. These professionals can guide them through the first steps and, if necessary, refer them to a mental health specialist, such as a psychologistor child psychiatrist.

You can also inform families about free support available through the Unified Health System (SUS). Care often begins at the nearest Basic Health Unit (UBS), which can refer them to specialized services. These may include Child and Adolescent Psychosocial Care Centers (CAPS i), Medical and Psychosocial Specialty Centers, and outpatient clinics at university or regional hospitals.

Remember that educational counselorsand school psychologistsare also important allies. When making a referral, always do so with sensitivity and responsibility.