It’s a common refrain in classrooms: “Stop fidgeting!” But recent research suggests that this advice may be misguided, especially for children with ADHD. A study from the University of Central Florida reveals that allowing movement can significantly enhance learning for kids diagnosed with ADHD.
In this study, researchers observed 52 boys aged 8 to 12—29 with ADHD and 23 without any diagnosis. The children engaged in tasks that assessed their working memory, which is crucial for learning and reasoning. These tasks involved organizing jumbled numbers and attaching letters to them, all while being recorded for their movements.
Mark Thompson, one of the study’s authors, previously found that hyperactivity in ADHD children isn’t constant; it often surfaces when they are using their executive functions. He noted, “Our research indicates that increased movement correlates with better performance. Kids with ADHD often need to move to stay alert.”
Essentially, asking children with ADHD to remain still can actually hinder their ability to learn. While non-ADHD kids also exhibited movement during tasks, their performance didn’t benefit as much. Traditional interventions frequently aim to curb hyperactivity, but allowing kids to fidget, bounce, or even pedal on a stationary bike can create an environment more conducive to their learning. In a testing-focused education system, this could prompt a shift in how classrooms are designed and lessons are delivered.
Thompson emphasizes, “It’s not about letting them run wild, but rather facilitating movement in a structured way that helps maintain their alertness during cognitive tasks.”
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In summary, telling ADHD children to stop fidgeting is counterproductive; allowing them to move can improve their focus and learning capabilities. By creating a more movement-friendly environment, educators can better support these kids in their educational endeavors.