January 16, 2025

By: Melinda Medina

Growing up, I often felt like a whirlwind in a world demanding stillness. I was full of energy, a true bull causing chaos in a china shop. As a young girl, I excelled academically but silently struggled within attentiveness, forget fulness, and restless energy. My teachers saw a “rebellious daydreamer” who “needed to try harder." Little did they know,I was juggling a brain that worked like 50 browser tabs open at once—and non eof them were loading. A habit I haven’t outgrown, as anyone who has seen mylaptop screen lately can confirm! Like many women, I wasn’t diagnosed with ADHDuntil adulthood—when the pieces of my lifelong puzzle finally clicked intoplace and I finally realized my “quirks” were more than just bad Wi-Fi.

This revelation profoundly shaped my role as an aspiring leader, educator, and advocate for students with special needs. I see myself in mystudents who can’t sit still for 45 minutes, let alone 10. Some are tapping their pencils like they’re auditioning for Stomp, others are twisting intheir chairs as if they’ve joined an impromptu yoga class. Some simply stareinto the abyss as their internal monologue has overtaken their focus, spinningtales more captivating than the lesson at hand. Meanwhile, a few might bebouncing their legs with the intensity of a drummer at a rock concert, burningenergy that refuses to stay bottled up. Each movement tells a story—not of defiance, but of a brain seeking harmony in a world that often demands quiet focus.

That’s why my classroom includes flexible seating, like wobblestools that let kids bounce without the trampoline risks. Sensory toys, likestress balls or fidget spinners, are the unsung heroes of focus—helping students release their inner chaos without turning the classroom into a circus. Sensory-safe spaces, complete with calming tools and soft lighting, are the educational equivalent of a spa day for overstimulated minds. Movement breaks, like a quick stretch or walk, have the ability to transform restlessness into readiness. ADHD isn’t a barrier; it’s a different way of experiencing theworld. These tools aren’t distractions—they’re lifelines, helping students channel their energy and focus on engaging in the instruction—because who learns well when they’re trying not to explode?

I’m sure you are thinking, “flexible seating sounds like a great idea—until I catch two students trying to turn the wobble stools into race carslike a scene from Fast & Furious.” If it makes you feel any better, I once gave a student a fidget spinner, thinking it would help with focus.Instead, it became a ninja star getting tossed across the room like a prop from Kung Fu Panda. So yes, I want you to be prepared that accommodations sometimes come with bonus entertainment. But I also want togently remind you that even the best tools come with a learning curve forteachers and students.

Now, I think it’s important to tell you about Sarah. Sarah was astudent who rarely spoke or did any work in her classes and often paced backand forth. I allowed her to pace my classroom when she needed and gaveher a chair that would allow her to spin and lean backwards. I realized oncethese tools were introduced, Sarah was more engaged in my class and began participating in the instruction more. She did her work as she swiveled backand forth in the chair and would volunteer to read Shakespeare’s Macbeth aloudas she paced the room. She wrote me a note at the end of the year: “Thank you for not getting mad when I move a lot. It helps me feel like I can be me andallows me to actually think and remain focused.” That note showed me that astill body isn't always a still mind. The note still sits on my desk as areminder of why we try new approaches—it’s not just about managing behavior; it’s about unlocking potential.

You might not see it right away, but the little accommodations you make—like allowing a student to stand instead of sit—can change how they seethemselves as learners. You’re giving them permission to learn in the way thatworks for them. Incorporating these tools in your classroom doesn’t require anoverhaul. Sometimes, it’s as simple as providing a stress ball, allowing aquick movement break, or offering alternative seating options. I want you toremember that small changes can have big impacts.

I tell my students my brain is like a puzzle: full of missing pieces, unpredictable patterns, and those satisfying moments when it all clicksinto place. Some days, I’m piecing it together like a pro, and other days, I’m flipping the box over, hoping for a cheat sheet. Most of the time, I’m just wandering around the classroom, trying to remember where I left my keys—which,more often than not, are right in front of me. Object permanence doesn’t seemto exist for us ADHDers! Whether you are “neurodiverse” or “neurotypical”, doesn’t life feel like a puzzle sometimes? The important thing is to keepworking on the puzzle, finding resiliency as we place each piece, and not beafraid to ask for help when we need it.

ADHD isn’t a roadblock; it’s a rollercoaster. With the rightsupport, students can learn to ride it instead of flying off the tracks. With the right tools and understanding, students with ADHD—and all learning differences—can unlock their full potential. My journey reminds me, and hopefully reminds you, that we don’t need to mold kids into conformity. We needto meet them where they are—twists, wiggles, and all. It’s a reminder that aseducators, we are here to honor their unique needs, strengths, and potential.We must meet every student halfway—between their energy bursts and our coffee breaks.

Lastly, I leave you with some questions to ponder:

How might your classroom change if you looked at restless behavior as an opportunity instead of a challenge?
What small shifts could you make to help students feel more understood?
How can you adapt your classroom to honor every student’s unique rhythm?

Feel free to check out this resource to learn more about ADHD: https://chadd.org/about-adhd/adhd-quick-facts-about-adhd/

This article was crafted by Melinda Medina, an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.

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