The Child Who Couldn't Sit Still

 

A teacher feels overwhelmed. A boy running off his desk.

Recently, a special education teacher reached out to me.

She wanted to learn how Neuro-Linguistic Programming strategies could help her support a learner with ADHD.

As we spoke, something became clear.

She was describing a learner who was constantly moving, restless, and unable to remain seated for long. From her description, she appeared to be referring primarily to hyperactivity.

This is a very common situation in schools.

Many educators quickly associate hyperactivity with ADHD.

But from a scholarly standpoint, this is not always accurate.



ADHD Is More Than Hyperactivity

According to the American Psychiatric Association in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), Attention-Deficit/Hyperactivity Disorder is characterised by patterns of inattention, hyperactivity, and impulsivity.

These patterns must:

  • Be persistent

  • Be developmentally inappropriate

  • Occur across settings

  • Interfere with functioning

This means hyperactivity is only one aspect of ADHD.

Some learners may be hyperactive without meeting the criteria for ADHD.
Others may have ADHD but show more inattention than hyperactivity.

This distinction is important because different characteristics require different approaches.

Yet in many classrooms, hyperactivity is the most visible behaviour. It draws attention quickly, disrupts learning, and often prompts immediate correction.

But what if hyperactivity is not simply misbehaviour?

What if it is energy that needs structure?



A Different Lens: Understanding Hyperactivity

As a practitioner in Neuro-Linguistic Programming and special needs education, I often view hyperactivity as high internal energy with limited regulation.

The goal, therefore, is not to eliminate movement entirely.

The goal is to channel movement in ways that support learning.

When educators shift from suppressing movement to structuring movement, the classroom dynamic changes significantly.



I have put together some practical strategies that can support learners who display hyperactive behaviours.

1. Movement Anchoring

Hyperactive learners often benefit from structured movement.

Instead of insisting on stillness, introduce calm movements before focused tasks. For example:

  • Slow stretching

  • Deep breathing

  • Pressing palms gently on the desk

When repeated consistently, these movements can help learners associate calmness with specific physical actions.

Over time, these movements become signals for settling down.

2. Chunking Instructions

Hyperactive learners may struggle with long instructions.

Breaking tasks into smaller steps can help maintain engagement:

  • Give one instruction at a time

  • Pause briefly between steps

  • Check for understanding

This reduces overwhelm and helps learners stay connected to the task.

3. Future Preparation

Preparing learners ahead of time can support regulation.

For example:
"In a moment, we will begin silent reading. You'll sit comfortably and focus for five minutes."

This simple preparation helps learners mentally rehearse expected behaviour before the activity begins.

4. Positive Behaviour Language

Hyperactive learners often hear frequent corrections:

  • "Stop moving"

  • "Don't talk"

  • "Sit still"

Instead, try:

  • "Keep your hands on your desk"

  • "Use your quiet voice"

  • "Sit comfortably"

This gives learners clear behavioural direction, rather than just restrictions.

5. State Shifting

Short breaks can help regulate energy levels.

Examples include:

  • A brief stretch

  • Passing out materials

  • Standing for a few seconds

These brief adjustments can improve focus without disrupting learning.

6. Sensory Grounding

Some learners benefit from subtle grounding techniques:

  • Pressing feet into the floor

  • Holding a pencil firmly

  • Using a small stress ball

These strategies help channel excess energy in quiet, manageable ways.




☘️


Hyperactivity is often misunderstood as defiance.

But in many cases, it is simply energy without structure.

When educators understand this, they begin to respond differently.

Instead of constant correction, learners experience support.
Instead of frustration, classrooms experience calm.

And perhaps most importantly, the learner begins to feel understood.

Because sometimes, what appears to be disruptive behaviour is simply a learner asking ... in the only way they know how ... for help with regulation.

And when we recognise that, we do more than manage behaviour.

We support learning.


☘️


Did you enjoy reading this article? Now, kindly share it with that teacher on your mind 😊









-------------------------------------------------------------------

Welcome to Relis Educators Hub Ltd.,

where we help you help every child thrive.☘️


Like & follow us on our:

Facebook Page


Join our community for ongoing support:

WhatsApp




Comments

Post a Comment

Popular posts from this blog

Embracing Authenticity: Breaking Free from Social Media Pressure

Image
As creatives and professionals, we often feel the urge to share our thoughts and expertise with the world.  However, the pressure to constantly produce content can be overwhelming, leading to feelings of inadequacy and self-doubt. The Pitfalls of Comparison When we compare ourselves to others, we forget that everyone has their unique journey. We focus on what others think of us, while they're likely preoccupied with their own challenges. This cycle of comparison can lead to: 1. Forced content creation : Sharing subpar work just to meet expectations. 2. Self-doubt : Questioning our worth and abilities. 3. Burnout : Exhaustion from trying to maintain a perfect online image. The Power of Self-Care Now you've discovered a valuable lesson: giving yourself a break and focusing on quality over quantity. By doing so, you're: 1. Prioritizing authenticity : Sharing meaningful content that truly represents you. 2. Cultivating self-love : Embracing your worth beyond social media valida...
Read more

They Understand You. Now Help Them Speak.

Image
I once sat with a teacher who looked puzzled. She whispered, almost in frustration: “He can hear me. He responds when I call his name. He even follows instructions. But he won’t say a single word. What do I do?” I smiled because I knew this teacher’s frustration was wrapped in hope. She had already noticed something crucial: the child understood. That’s where the story begins. Understanding before speaking For many children, language doesn’t bloom all at once. They build receptive language (understanding) long before expressive language (speaking). Think of it as filling a cup — comprehension fills it drop by drop until it overflows into speech. When a child “gets it” but can’t yet “say it,” our role is to gently bridge the gap. 🔶 Model the words Imagine a boy pointing at his water bottle. Instead of silently handing it over, you say: “Water. You want water? Here’s your water.” Research shows repeated modelling builds pathways in the brain — each word you speak becomes a tin...
Read more

When “Sorry” Becomes a Habit: Emotional Regulation and Leadership in Education

Image
In many professional spaces, especially schools, there is always that one person who says “sorry” ... constantly. The internet disconnects during a webinar. “I’m so sorry.” A decision made at management level affects everyone. “I’m really sorry.” A delay happens that was clearly beyond their control. “I apologise.” At first, it sounds polite. Responsible. Considerate. But sometimes, chronic apologising is not courtesy. It is anxiety. Over-Apologising and Emotional Responsibility From a psychological perspective, over-apologising is often linked to: 🔶 High conscientiousness 🔶 Fear of conflict 🔶 Anxious attachment patterns 🔶 Overdeveloped responsibility for others’ emotions Some educators unconsciously believe: “If something feels uncomfortable, I must fix it.” So they apologise to reduce tension, even when they are not at fault. The apology becomes a self-soothing mechanism. But the problem is: When you apologise for things outside your control, you slowly train people to associate ...
Read more