Self-Regulation Ideas for Children with ADHD

Self-Regulation Ideas for Children with ADHD

· a skill for life ·

Date
Mar, 22, 2021

Learning how to self-regulate our emotions is an essential life skill, especially for children with ADHD. Children with ADHD often have a hard time self-regulating where emotions can range in frequency and change rapidly which can largely be due to frustration. But there are ways we can help children with ADHD develop skills to help them self-regulate that they can then use for life.

 

While I’ve focused primarily on children with ADHD in this post, the strategies I talk about are beneficial to ANY child and even us adults, especially in today’s world. Anyone who is finding it difficult to self-regulate their emotions or going through a tough time may find some of these strategies of use. They may also be of particular interest to those trying to avoid taking pharmaceuticals for any reason and want to learn how to self-regulate to calm themselves in challenging times.

(disclaimer – always seek your own medical advice as I’m not a Doctor nor giving medical advice here).

Movement helps children with ADHD to self-regulate the body

Our bodies were designed to move, and movement is necessary for good physical and mental health. Movement is good for sensory input to feel our body in space and time. It can also reduce sensory overload by releasing built-up energy and is good for a stimulus break,

especially after sitting. ‘Heavy work’ is a type of sensory regulation where carrying heavy items to different areas can help with sensory output. It helps us find our bodies in space and time. This kind of movement exercise is easy to add in as a quick transition between activities, so is particularly good for use in the classroom or home school setting.


Movement can also be used as a ‘break’ to help self-regulate and reset for the next activity. This can be scheduled and unscheduled as children with ADHD often need breaks in times of overload. Being able to identify when a child needs to move is key and getting the timing right so that a break can be provided BEFORE a child has become overloaded or overstimulated.

Use or make ‘movement’ cards that can be randomly selected to provide variety. These can be used in group settings or with individuals. Set up a ‘movement track’ using tape, cones, chalk and different equipment that individuals can follow and repeat when needed. Change the movement course when needed to provide a variety of different movement experiences. Children with ADHD in particular, love variety and change.

Check out these different ways creative movement can be added to the daily routine to help children release some of their energy in a positive way.

Creative Movement Ideas for Children with ADHD by Gutidentity

Related post: Creative Movement ideas for Children with ADHD

Familiar Objects to help with self-regulation the ADHD brain

Familiar objects can come in handy when ‘overload’ has become too much. When I’ve worked with children who fit this category, setting up a container or sensory box with a variety of familiar items so that can be accessed quickly when needed, was essential. When children are in a heightened state, having familiar items that they can fidget with, can bring a sense of calm and security. Even as an adult with ADHD, I still have familiar ‘fidget’ type objects that I use for appointments and meetings, just so I have something in my hands.

We are all different so select items based on individual needs and be careful of small parts for safety, particularly with younger children or individuals with developmental disabilities. Items can be sensory-related for a visual or tactile experience and can be used as a ‘sensory’ or ‘stimulus’ break.

I found the best way to use sensory items was to create basic rules around item use e.g. time, safety, where they can be used, and what they can be used for. If these rules could be created together with the child or group, I would do this so it created a form of shared ownership. That way, the children I worked with had a sort of ownership over how the objects were treated. I found they looked after these things better when this was done.


Put items in a quiet area where they can be accessed when needed to reduce overstimulation further. Using a timer to act as a visual aid can help individuals see how much time they have left. I liked to use timers without noise as this was better for individuals who may have already been very overwhelmed.

Draw or Write to self-regulate emotions

When we’re overwhelmed, it can be hard to express our needs or how we’re feeling. Some individuals may also not have the communication or verbal skills to tell us what they need or how they feel. If we relate this to ourselves, it can be difficult even to talk to someone while we’re in a heightened state.

Establishing a quiet space for drawing or writing, and providing stationery in the designated area, can give an individual ‘the space’ to express how they feel by recording it through writing or drawing objects. This is just a similar way to that of using a journal as we get older. Recording how we feel helps get it out of our heads and onto paper.


Using a script or an emotions template for individuals who may need a visual guide or prompt, can help those who may not know where to even begin. The use of a timer to monitor the usage of the area, including making the expectations on using the space clear and simple, can help avoid any confusion down the track.

provide a Quiet Spot to reduce overload, provide a reset, then a refocus

Creating a visual spot for individuals to go when overwhelmed, can provide a safe, quiet space to self-regulate emotions while on their own. It’s important to help children self-regulate on their own because it’s a life skill that they can then use as an adult.

Too much external noise can make it hard for some individuals to focus and reset especially if they have come from a stressful event or situation. Have a set of already established rules so the expectations around using the area are clear and understood from the getgo. Display these in picture form near the spot and provide headphones and sensory items that don’t make noise.

Visuals that focus on breathing exercises can be a helpful tool in this area. It provides something for the child or young person to look at while self-regulating. Slowing the breathing down is pretty key to being able to self-regulate when feeling overwhelmed. Activities like ‘finger breathing’ can visually show what the individual needs to do to slow it down.

Check out this article on the 5 finger breathing technique by clicking HERE.

CREDIT – The Calming Corner – www.thecalmcorner.com

Use a visual timer (that doesn’t make noise) so the individual knows how much time they have to regulate, reset and refocus. If they need more time, give them more time. They will usually return once regulated so it’s important not to rush the process. Be explicit in what you want to help them achieve. It’s much easier to take the time in the beginning to help them learn what to do, rather than rush it and repeat it. Slow things down and be explicit.

Here are a bunch of other ways a timer can be used for children with ADHD.

Timer Use for Children with ADHD Part 1 by Gutidentity

Take a Break to self-regulate feelings of overwhelm

Any child shouldn’t be sitting inside a lot, or just sitting for long periods which is what the current education system has them doing right now. So it’s important now more than ever, that we get them moving! Taking a break outside in nature can help regulate how we feel. It’s not only good for children, but it’s also great for us adults as well.

We spend a lot of time indoors these days and it’s not a natural thing for us to do. That’s why taking breaks scheduled and unscheduled outside is so important for our mental and physical health. So it comes down to how an individual might be feeling on the day but incorporating any time outside has a natural calming effect. Anyone who’s been around someone with ADHD knows we are calmer when outdoors.

Scheduled breaks outside can be added into the day when there are long periods of sitting or concentrating. Unscheduled breaks can be used when it’s obvious that an individual requires self-regulation. Explicitly teaching an individual to ‘feel’ when they need a break is a good way to support them to develop this skill for life. Ask them what sensations they are feeling in their body and go from there.

To use breaks discretely, having a list of jobs that need to be completed, or any other activity that requires moving or walking around can help in those moments where we can see a break is absolutely needed in that moment. Try to do this kind of break outside if possible.

Being as close to nature when overwhelmed can have a calming effect. This can help an individual to be distracted from an intense feeling providing the opportunity to regulate, reset and then return to an activity or situation. Make a list of ‘breaks’ that are easy to include in a daily routine so they are handy for when we need them.

Music as a regulator

Music can change emotions very quickly so is a handy tool for self-regulation, young or old. Getting a portable Bluetooth speaker is cheap and can run off a phone, device or computer so can pretty much be transported anywhere.
MP3 players or similar are also cheap and transportable.


Making playlists for different activities such as ‘calming’ playlists for quiet time and ‘upbeat’ playlists for times when individuals need to release built-up energy, is the easiest way to find the right music at the right time. Make playlists for individuals who may have specific needs or are going through a tough time.

A good way to get children involved in their own self-regulation practice is to create playlists as a group and label them together e.g. let’s listen to a song from our ‘x‘ playlist while we clap in time with the music. Music is a great way to regulate how we feel and a good way to relax and then move on to the next thing.

Patterns for self-regulating & calming the mind

Making patterns with objects is a great way to self-regulate and self-soothe especially first thing in the morning. This is particularly good for children with ADHD when they come to school in the morning from home. The repetitive nature of making patterns or sorting items can help individuals find comfort and security particularly if they have come from an emotionally charged setting or situation. Sometimes these two things go hand in hand for the ADHD child.


Patterns can include matching, sorting, lining up objects, and organising different items into groups. Create ‘pattern cards’ that individuals can copy from or have sorting trays where an individual can match object to object. Colouring can also be a soothing activity. Set up some colouring sheets in a designated area for times when individuals need to self-soothe.

Familiar puzzles that form patterns are also useful for individuals who find comfort in familiar items. Messed-up games, activity boxes or even sorting out coloured pens and pencils into groups, can provide a quick self-regulation activity when needed.

Mindful Stories to help with relieving tension & anxiety

Mindful stories are great for taking our attention off one thing and placing it on something else, even if it’s just for a short bit. Mindful stories are a form of guided meditation and can help relieve tension, anxiety, and even improve sleep in some of us. They also provide a calming period after activity and before beginning a quiet or more focused activity.

YouTube is good for visual stories but they can also be done via an app such as ‘Insight Timer’ or ‘Smiling Mind’.
These apps are free, while others start with a free trial, followed by a monthly or yearly subscription. It’s often beneficial to just purchase the yearly subscription as it can come with more features and the ability to download or work without WIFI. These kinds of visualisations are good for both adults and children. I use them during the day but mostly for sleep.

Bottom Line

We are all different and we are all in different situations. No two situations are the same so it’s important to adjust strategies to suit your unique environment. Learning how to self-regulate is a skill for life. A skill that we can learn ourselves, and of course, teach to children of all abilities.

Get the 5 Page eBook – click the image below

Self-Regulation Ideas for  Children with ADHD by Gutidentity

Movement Break Cards

If you want to save, buy the ADHD School/Home Bundle on Etsy. It contains the following:

  • Creative Movement Ideas
  • How to Use a Timer – Parts 1 and 2
  • ADHD Calming Ideas
  • How to Start Meditating
  • Self-Regulation Ideas
  • plus 2 educational posters
  • plus ADHD Calming Strategies for Adults
Children and Students with ADHD home and school ebook resources by Gutidentity on Etsy

ADHD Resources on Etsy – Gutidentity

Gutidentity on Etsy
Calming Ideas for Children with ADHD by Gutidentity

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Gutidentity - Emma Bailey

Welcome to GutIdentity!  Following the sudden onset of Coeliac Disease and Microscopic Colitis, I attempt to discover if my Gut is in fact…. my first brain.  As strange as that may sound, it’s certainly not as strange as Autoimmune Disease!

This is my journey as I explore research, novel treatment ideas, and the unique makeup of the gut and how this affects my lifestyle.

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