The Relation Between Classroom Setting and ADHD Behavior in Children With ADHD Compared to Typically Developing Peers

J Atten Disord. 2023 Jul;27(9):939-950. doi: 10.1177/10870547231167522. Epub 2023 Apr 11.


Objective: More knowledge on the impact of classroom setting on behavior of children with ADHD may help us to better adjust classroom settings to the needs of this group.

Method: We observed ADHD behaviors of 55 children with ADHD and 34 typically developing peers (6-12 years) during classroom transitions, group lessons, and individual seatwork.

Results: Multivariate analyses revealed that levels of motor and verbal hyperactivity increased during classroom transitions compared to group lessons and individual seatwork. Children in the ADHD group were more off-task, across settings. There were no interactions between group and setting.

Conclusions: Children with ADHD were similarly affected by classroom setting compared to typically developing peers, despite being more off-task across settings. Further research into whether the observed increase in hyperactivity during classroom transitions may be problematic or possibly even beneficial for children with ADHD is recommended.

Keywords: ADHD; classroom observations; classroom setting; transitions.

Publication types

  • Research Support, Non-U.S. Gov't

MeSH terms

  • Attention Deficit Disorder with Hyperactivity*
  • Child
  • Humans
  • Peer Group
  • Schools