What strategy is beneficial for working with a student diagnosed with ADHD?

Allowing a student diagnosed with ADHD to serve as a classroom helper is beneficial because it actively engages them in the classroom environment, promoting a sense of responsibility and belonging. This involvement can provide structured opportunities for movement and responsibilities that can help maintain their focus and reduce restlessness.

When students with ADHD participate in classroom tasks, they often find motivation and purpose, which can lead to improved attention and behavior. This strategy caters to their need for engagement and can lead to positive interactions with peers and teachers, reinforcing their learning experience.

In contrast, minimal involvement in class activities, focusing solely on independent work, or discouraging any physical movement often do not provide the necessary engagement and support that students with ADHD need to thrive academically and socially. Instead, offering responsibilities, such as being a helper, allows these students to channel their energy positively while also fostering a collaborative classroom atmosphere.