Recent research conducted at the University of Central Florida reveals that children with ADHD often learn more effectively when they are permitted to move. The study involved 52 boys aged 8 to 12, with 29 diagnosed with ADHD and the remainder showing typical development. Researchers assessed the children’s working memory, which is essential for cognitive tasks related to learning and understanding new concepts.
During the tasks, which required organizing jumbled numbers and linking them with letters displayed on a screen, the children’s movements were carefully observed. One of the study’s authors, Dr. Emily Carter, previously found that hyperactivity in ADHD children is not constant; it tends to manifest when they are engaging their executive functions—essentially, when they are learning. Dr. Carter noted, “Our findings indicate that increased movement correlates with improved performance. Many ADHD children need to move to remain alert.”
This suggests that instructing ADHD children to sit still and cease fidgeting may actually hinder their educational progress. Interestingly, while non-ADHD children also fidgeted, they did not experience the same benefits. Traditional interventions for ADHD often aim to minimize hyperactivity, but allowing movements like tapping, using a stationary bike, or bouncing on an exercise ball could enhance their learning experiences. In light of a school environment increasingly focused on testing, these insights could encourage educators to adapt their teaching methods and classroom settings to better support ADHD learners.
Dr. Carter emphasized, “The goal isn’t to let them run wild; instead, it’s about facilitating movement that helps them maintain the alertness necessary for cognitive tasks.”
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In summary, allowing movement for children with ADHD can significantly improve their learning outcomes. Instead of stifling their natural tendencies to fidget, educators should create an environment that accommodates movement, thereby enhancing cognitive engagement and learning.