🌀 13. ADHD: Hyperactivity

When teachers see a student constantly moving, tapping, standing up, shifting in their chair, wandering around the classroom, talking out of turn, or unable to sit still, the common assumptions are:

  • “They’re misbehaving.”
  • “They’re trying to be funny.”
  • “They’re disturbing the class.”
  • “They’re being disrespectful.”
  • “They have no self-control.”

But for students with ADHD, hyperactivity is not a choice and not a behaviour problem.

👉 Hyperactivity is the nervous system trying to regulate itself.
Movement is their body’s way of staying focused, calm, and functional.

This is neurological — not intentional disruption.

1. What hyperactivity actually is

Hyperactivity is not simply “too much energy.”
It is:

  • difficulty regulating internal restlessness
  • the brain seeking stimulation to stay alert
  • a body that feels uncomfortable when still
  • movement used as self-regulation
  • difficulty filtering sensory input
  • impulsive reactions when overwhelmed

For many ADHD students, staying still feels like:

  • pressure building inside their body
  • discomfort in their muscles
  • mental fog
  • irritation or anxiety
  • reduced ability to listen or think

Movement is not the problem.
Movement is the solution their brain uses.

2. What hyperactivity looks like in the classroom

Teachers may notice:

  • tapping feet or pencils
  • rocking or shifting in the chair
  • standing up “for no reason”
  • walking around during group work
  • constantly playing with objects
  • stretching, cracking joints, adjusting posture
  • interrupting or blurting out
  • talking nearly nonstop
  • fidgeting intensely
  • bouncing knees
  • leaning back in the chair
  • touching walls, desks, everything

None of this is “bad behaviour.”
It’s the student trying to stay regulated.

A common pattern:

👉 The less they move, the less they can concentrate.

3. Why ADHD students experience hyperactivity

1. Internal restlessness

The ADHD body wants to move — not as a choice, but as a physical need.

2. Dopamine regulation

Movement releases dopamine, helping them maintain attention.

3. Sensory seeking

Touch, motion, and sound provide grounding feedback.

4. Emotional overflow

Excitement, stress, anxiety, frustration → movement increases.

5. Executive functioning difficulties

Movement helps them process information.

Hyperactivity is not rebellion — it’s self-preservation.

4. Why ESL classrooms amplify hyperactivity

Language learning demands:

  • listening
  • decoding unfamiliar words
  • speaking under pressure
  • switching tasks often
  • waiting for turn-taking
  • following fast instructions
  • managing group work

This increases:

  • internal restlessness
  • sensory overload
  • performance anxiety
  • cognitive pressure

So hyperactivity becomes more visible.

Students may:

  • interrupt during speaking activities
  • fidget more during long listening tasks
  • move around when confused
  • talk loudly when excited
  • mix English and L1 impulsively
  • struggle with quiet, still tasks

It’s not disrespect — it’s overwhelm.

5. The biggest misconception: “They need to try harder to sit still.”

Wrong in every way.

If anything:

👉 Trying to sit still makes ADHD symptoms worse.
It reduces focus, increases frustration, and heightens emotional distress.

Their brain works best when their body is allowed to move.

6. What NOT to do

Avoid responses that increase shame or dysregulation:

❌ “Sit still!”
→ Blocks their natural regulation.

❌ “Stop moving!”
→ Increases discomfort and restlessness.

❌ “You’re too loud.” (said sharply)
→ Triggers emotional dysregulation.

❌ Punishing movement
→ Movement is survival, not misbehaviour.

❌ Calling out hyperactivity in front of others
→ Causes shame and masking.

7. What teachers SHOULD do

Here are strategies that genuinely help:

âś” Allow movement

Let them stand, stretch, walk briefly, or sit in a different area.

âś” Use fidget-friendly tools

Stress balls, fidget toys, chewable items, elastic bands on chair legs.

✔ Give “low-stimulation” movement options

Passing out papers
Wiping the board
Delivering materials
These refresh attention.

âś” Break up tasks

Shorter segments = less restlessness.

âś” Use visible and predictable routines

Knowing what comes next reduces impulsive movement.

âś” Keep instructions short and clear

Long explanations → immediate hyperactivity.

âś” Offer alternative seating

Standing desk
Floor seating
Chair at the side
A “safe movement zone”

âś” Normalize movement

“The way you move is okay if it helps you think.”

Validation reduces shame and improves focus.

8. What hyperactivity really means

🟣 The student’s body is trying to support their brain.
🟣 Movement is regulation, not disobedience.
🟣 Their behaviour is not personal — it’s neurological.
🟣 When allowed to move, ADHD students learn better, not worse.

When teachers understand that hyperactivity is part of how ADHD brains operate, classroom behaviour becomes easier to interpret — and the student finally feels seen instead of scolded.

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