Creating an inclusive and supportive environment for all pupils is of utmost importance, particularly when considering those with attention deficit hyperactivity disorder (ADHD). According to data from the Lancet and NICE, referred to on the ADHD UK website, around 5% of children in the UK have ADHD. By making specific adaptations to their playgrounds, schools can provide a space that caters for the unique needs of pupils with ADHD and, in this article, we will explore practical strategies to make this possible.

Incorporate sensory elements

ADHD often involves sensory sensitivity or seeking behaviours. To accommodate these needs, try to include sensory play equipment in the playground design. Install items such as tactile panels, textured surfaces, sensory paths and interactive installations that engage multiple senses. Suitable products include mud kitchens, splash pools, beach boxes and magnetic water walls. These features can provide a calming effect and promote sensory integration for students with ADHD.

Quiet areas

Creating designated quiet areas within the playground can provide a safe space for students with ADHD to retreat and recharge. These areas should be secluded from noisy activities, equipped with comfortable seating and surrounded by greenery to promote a calming atmosphere. Pupils can utilise these spaces to take a break, gather their thoughts or engage in quiet activities that help them regulate their attention.

For schools that lack natural quiet spaces, it is possible to create them as part of the playground design. A quiet zone can be sectioned off from the rest of the playground with fencing, and greenery can be provided via real or artificial grass, planters and trellises. At the same time, the area can be landscaped to make it feel more natural, and comfortable wooden seating can be installed or even a cosy wooden hut or shelter.

Establish clear boundaries

Children with ADHD may struggle with impulsivity and have difficulty following rules. Clearly defining boundaries within the playground can assist them in understanding expectations and maintaining appropriate behaviour. Using visual cues such as signage, colourful markings or physical barriers, like picket fencing, to demarcate play areas and provide structure can be helpful for them. Additionally, schools can also utilise surfacing to keep zones separate, for example, using different coloured surfacing for different play zones and separating the areas using pathways created with block paving or resin bound gravel.

By consistently reinforcing these boundaries, schools can help students with ADHD understand and navigate the playground environment more effectively.

Incorporate physical activity

Regular physical activity is beneficial for students with ADHD as it helps channel their energy in a positive way and improves focus and concentration. Consider installing playground equipment that helps to encourage active play. This can include climbing equipment, like Tangled rope-play pieces, modular Free-Flow climbing frames, traditional and interchangeable Trim Trails obstacle courses, play towers and traversing walls. In addition, consider installing playground markings which can be used to create a wide range of sports pitches and give children the markings needed to play traditional playground games like hopscotch. By providing a range of different choices for physical activity you can accommodate your pupils’ different interests and abilities.

Foster social interaction

Socialising and building positive relationships with peers are important for children with ADHD. When designing your playground layout, do so in a way that encourages social interaction and collaboration. For example, you can create social areas where small groups of children can sit and chat using tables, amphitheatre seating or wooden huts. You can create zones for activities that require children to play together and communicate, such as sports zones, messy play areas and role play corners. By providing these types of activities, schools can better facilitate social engagement among students with ADHD and their classmates.

Maintain a structured routine

Consistency and routine are crucial for students with ADHD. While schools will have an established schedule for when play time begins and ends, it is important that this is clearly indicated and with the same signal, be it a bell or a teacher calling the end of break. For ADHD students in particular, it may be necessary to provide them with a more structured playground routine, just for them. For example, one that ends with a period of quiet time before going back to class. This predictable routine can then help students with ADHD to anticipate and adjust to changes, reducing anxiety and promoting a sense of stability.

Conclusion

By implementing the strategies mentioned above, schools can create a playground environment that supports the needs of pupils with ADHD. Do remember, however, that each child is unique, so it’s important to involve teachers, parents and professionals familiar with the pupils’ individual requirements when planning and adapting the playground. This way, you can ensure that all pupils have an inclusive and enriching outdoor experience.

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