ADHD Symptoms at School

ADHD Symptoms at School: What Does ADHD Look Like in Different Grades?

ADHD, Kids and Teens

ADHD symptoms often make themselves known in the school setting. The structured environment with expectations such as “sit still” and “finish assignments on time” shines a spotlight on the neurodiversity of students. As a parent, it can be tough to know whether your child’s behavior is due to ADHD symptoms or their personality, age, or other factors.

You may be wondering: 

  • Is this normal for their age? 
  • Why does my child seem completely focused one day, but can’t sit through homework the next? 
  • How can they do so well on tests, yet get distracted within ten minutes of starting an assignment? 

These inconsistencies are frustrating for both parents and children. What’s more frustrating is that symptoms evolve over time. Therefore, even if you know your child has ADHD and have worked to help them manage school in a way that works for them, it can shift when they change grades.

neurodiverse child at school

Why Do ADHD Symptoms Change?

As your child grows, the ways ADHD shows up can shift, making it harder to pinpoint exactly what’s going on. As children grow, their brains continue to develop, and so do the cognitive demands placed on them. Here are a few reasons why these shifts occur:

  • Increased Expectations: School demands for attention, organization, and self-regulation grow with each grade level.
  • Developmental Growth: Cognitive areas like impulse control and working memory develop at different rates, especially for children with ADHD.
  • Environmental Transitions: Moving from a single-teacher classroom to managing multiple subjects and teachers can overwhelm organizational skills.
  • Puberty and Hormonal Changes: Hormonal fluctuations during puberty can intensify symptoms like inattentiveness and mood swings.
  • Academic Workload: Increased complexity of assignments and projects challenges attention and focus.
  • Social Pressures: Peer relationships and social dynamics become more prominent, influencing emotional regulation and behavior.
  • Independence: As children age, they are expected to manage more tasks on their own, which may highlight ADHD-related struggles.
  • External Distractions: Older students may encounter more distractions (social media, extracurriculars) that compete with academic responsibilities.

adhd in elementary school

Wondering if your child’s behavior might be ADHD symptoms? Our Palo Alto, San Jose, and Menlo Park therapists can  help you figure it out.

ADHD Symptoms at Different Ages

Understanding how ADHD presents in different educational stages can be complex. ADHD not only impacts focus but also affects behavior, emotional regulation, and social interactions. The three types—Inattentive, Hyperactive-Impulsive, and Combined—show up in various ways, and symptoms often differ between boys and girls, with girls commonly underdiagnosed. Developmental age may not always match grade level. However, there are some common ADHD symptoms at school in different grades.

Learn more about the three different presentations of ADHD here.

Early Elementary (Grades K-2)

In early elementary school, children are adjusting to structured environments, learning to follow instructions and sit still. For children with ADHD, these adjustments may look different. For example, a kindergartner might be full of energy, fidgeting or moving during storytime, while a first-grader may misplace school supplies due to being lost in creative thoughts.

Common Symptoms of Each ADHD Type:

  • Inattentive:
    • Frequently misplaces supplies (e.g., pencils, books)
    • Needs reminders to follow multi-step instructions
    • Easily distracted by sounds or new ideas
    • Prefers hands-on or creative tasks over reading and writing
    • Misses small details during classroom activities
    • Often daydreams during lessons
    • Quickly shifts focus when something more interesting arises
  • Hyperactive-Impulsive:
    • Fidgets or stands frequently during class
    • Enthusiastically joins group activities but interrupts others
    • Prefers active, hands-on learning over sitting still
    • Talks often and shares thoughts unprompted
    • Acts quickly, enjoying physical activities like running or climbing
    • Approaches tasks with excitement and spontaneity
    • Enjoys dynamic, movement-based games and activities
  • Combined Type:
    • Enthusiastically switches between activities and ideas
    • Starts tasks eagerly but moves on to the next interesting thing
    • Fidgets when seated but can focus intently on engaging tasks
    • Balances physical activity with creative engagement
    • Alternates between bursts of focus and curiosity
    • Transitions easily between active play and quiet reflection
    • Finds excitement in exploring a variety of ideas and tasks

student with ADHD

Later Elementary (Grades 3-5)

By third to fifth grade, children begin managing more complex academic tasks across multiple subjects. A third-grade child might excel in creative work but bounce between subjects during homework. A fifth-grader may love hands-on projects but prefer juggling multiple tasks at once. Children with ADHD in this stage are learning to balance creativity with classroom structure, showcasing dynamic thinking as they navigate new expectations.

Common Symptoms of Each ADHD Type:

  • Inattentive:
    • Frequently lost in creative thoughts, needing gentle reminders
    • Thinks dynamically, sometimes missing details
    • Prefers imagination-based or hands-on activities
    • Enjoys variety, shifting between tasks quickly
    • Explores different subjects but needs help refocusing
    • Excited by brainstorming and creative projects
    • May need support tracking project materials
  • Hyperactive-Impulsive:
    • Actively engages but may interrupt with enthusiasm
    • Finishes tasks quickly, eager for the next activity
    • Prefers fast-paced, interactive learning
    • Takes initiative in group work, jumping in quickly
    • Loves active learning involving movement
    • Expresses thoughts freely, often in the moment
    • Stays involved by moving, even during seated tasks
  • Combined Type:
    • Moves between ideas and tasks, enjoying variety
    • Starts projects eagerly but shifts to the next one quickly
    • Alternates between quiet focus and bursts of energy
    • Enjoys both physical and creative activities
    • Switches smoothly between interests, flexible in thinking
    • Focuses intently on exciting subjects but shifts easily
    • Combines imagination with energy, making tasks dynamic

ADHD symptoms at school in middle school

Middle School (Grades 6-8)

In middle school, children with ADHD showcase their strengths across subjects, teachers, and activities. A student might enthusiastically explore various topics but need help staying organized. They might dive into a favorite subject but struggle with structured study schedules. Middle school students often excel in flexible environments that encourage creativity and hands-on learning.

Common Symptoms of Each ADHD Type:

  • Inattentive:
    • Quickly immerses in exciting topics but shifts between ideas
    • Prefers brainstorming and creative assignments
    • Needs help managing deadlines and organizing materials
    • Easily distracted by sounds or sights
    • Requires reminders to return to tasks after exploring ideas
    • Brings fresh perspectives to class discussions
    • Prefers flexible, self-directed learning
  • Hyperactive-Impulsive:
    • Speaks up quickly in class discussions
    • Completes tasks rapidly, moving to the next challenge
    • Thrives in hands-on, interactive learning
    • Enjoys active, dynamic group work
    • Needs movement breaks to stay engaged
    • Often leads group activities, responding quickly to new ideas
    • Keeps the pace lively by moving through tasks energetically
  • Combined Type:
    • Moves between topics enthusiastically
    • Starts projects eagerly, often switching between activities
    • Alternates between focused energy and reflection
    • Enjoys both hands-on projects and brainstorming
    • Shifts gears easily, enjoying a variety of subjects
    • Engages deeply with creative topics, shifting when new ideas arise
    • Balances physical and creative energy, approaching learning dynamically

student reading at school library

High School (Grades 9-12)

In high school, students with ADHD balance academic responsibilities with social relationships. A student might thrive in creative subjects like art or group projects but need reminders to meet deadlines. They often shine in environments that let them use creativity and energy to connect with peers and succeed in ways that align with their strengths.

Common Symptoms of Each ADHD Type:

  • Inattentive:
    • Engages easily in creative assignments and brainstorming
    • Needs reminders for managing long-term deadlines
    • Prefers tasks with flexibility and exploration
    • Quickly moves between interests, staying engaged
    • Enjoys varied tasks that keep things dynamic
    • Comes up with unique solutions in class discussions
    • Finds traditional assignments less appealing than creative ones
  • Hyperactive-Impulsive:
    • Participates actively in discussions, contributing ideas quickly
    • Moves rapidly through tasks, preferring fast-paced environments
    • Benefits from interactive, hands-on projects
    • Takes initiative in group settings, often leading activities
    • Prefers subjects involving movement and creativity
    • Stays focused by engaging in stimulating activities
    • Thrives in dynamic environments, leading group tasks energetically
  • Combined Type:
    • Alternates between focused creative projects and energetic movement
    • Starts assignments with enthusiasm, eager for the next challenge
    • Enjoys switching between subjects, keeping things engaging
    • Balances creative thought and active participation
    • Combines hands-on learning with imaginative exploration
    • Thrives in dynamic environments where creativity meets action
    • Engages in both academic and extracurricular activities

ADHD symptoms in college

College Transition

The transition to college offers new independence, allowing students with ADHD to thrive in environments that suit their strengths. They can schedule classes that align with their focus, break study sessions with physical activities, and dive deeply into subjects they love. College provides the freedom for ADHD students to balance academic demands with personal interests.

Common Symptoms of Each ADHD Type:

  • Inattentive:
    • Enjoys flexible schedules for personal exploration
    • Engages deeply in subjects they love
    • Uses tools like reminders to manage deadlines
    • Thrives in creative or non-linear thinking environments
    • Shifts focus easily between exciting ideas
    • Prefers variety, moving between tasks
    • Brings unique solutions to academic challenges
  • Hyperactive-Impulsive:
    • Participates actively in discussions and group projects
    • Moves quickly through assignments, preferring hands-on learning
    • Thrives in dynamic, interactive classes
    • Takes initiative in extracurricular activities, often leading
    • Enjoys projects involving action and movement
    • Benefits from breaks or activity changes to stay focused
    • Balances academic and social life with high energy
  • Combined Type:
    • Easily switches between creative projects and hands-on learning
    • Finds joy in exploring new topics and shifting focus
    • Engages enthusiastically in both academic and extracurricular activities
    • Alternates between quiet study and active campus life
    • Thrives in environments offering variety and flexibility
    • Manages time and tasks creatively, balancing multiple interests
    • Blends intellectual exploration with real-world experiences

A therapist who understands ADHD symptoms at school can empower your child or teen with tools for their challenges so that they can achieve academic success and happiness.

Book a therapy appointment in Menlo Park, San Jose, or Palo Alto today.


The Role of Child, Parent, Teacher, and Therapist

identifying ADHD symptoms in school

As a child grows, the key people in their life—parents, teachers, and therapists—adapt how they support ADHD symptoms at school while building on the child’s strengths.

In early elementary, parents provide structure and routines, working closely with teachers to adjust to school expectations. A therapist may focus on play therapy to support emotional regulation and social skills.

By later elementary, children take on more academic responsibility, with parents and teachers continuing to offer support. Therapists can help develop focus and attention skills through coping strategies.

In middle school, greater independence emerges, but organizational help is still needed. Teachers may use planners, and therapists may work on emotional regulation and handling academic demands.

In high school, students manage more on their own, with teachers offering flexible deadlines and therapists aiding in self-regulation and preparation for college.

During the college transition, students take full responsibility for time management, with therapists providing tools for self-advocacy and stress management.

Therapy for ADHD

Many of our therapists in Menlo Park, San Jose and Palo Alto are trained in understanding the three presentations of ADHD. They work with children and teens (and also adults) of different ages to learn how to maximize the strengths of their ADHD while dealing with the challenges. Contact us today for an appointment.