Active Classrooms, Focused Minds: Empowering School Staff to Support ADHD Through Movement

Abstract

Attention-deficit/hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder that negatively impacts children’s behavior, executive function, and academic outcomes. Children in Title 1 schools, who often face compounded barriers such as physical inactivity and limited behavioral health support, are particularly vulnerable. Evidence supports physical activity as an effective non-pharmacologic strategy to improve attention, behavior, and executive functioning in children with ADHD. However, school staff frequently lack training and confidence in implementing these strategies. This quality improvement project aimed to enhance the knowledge and confidence of elementary school teachers in using movement-based interventions to support students with ADHD. Guided by the Iowa Model of Evidence-Based Practice, the project involves an educational session for school staff at Eagle Ridge Elementary School in Maricopa County, Arizona. Pre- and post-surveys were utilized to assess changes in teacher knowledge and confidence regarding the use of physical activity for ADHD symptom management. Data were analyzed using descriptive statistics and paired t-tests to evaluate the intervention’s effectiveness. Results were expected to demonstrate improvements in staff preparedness and willingness to integrate movement strategies into classroom routines. The long-term goal of this project was to reduce classroom disruptions, improve student engagement, and support educational equity for underserved children with ADHD. Findings will inform future efforts to scale physical activity interventions in school environments as part of a holistic, prevention-oriented approach to ADHD management in primary care.