Reasonable Adjustments
Neurodiversity Hub Wirral
Reasonable adjustments are changes that can be made at school, home, or work to make things easier for a child or young person. These changes help reduce challenges linked to their needs, such as coping with routines or dealing with change.
You can ask for these adjustments to be made. Here are examples of adjustments that support Energy Level needs. Think about the adjustments that work best for an individual. Different strategies will work for different people. You may need to use more than one.
In the Classroom
The Importance of Movement
Understanding a child’s energy level helps you choose the right type of movement:
High energy: Use calming and organising activities
Low energy: Use alerting activities
Mixed energy: Start with a short alerting activity, then follow with a calming one. This helps everyone feel calm and focused.
This booklet gives helpful ways of using Movement Breaks in the Classroom – NCSE Booklet
Movement breaks help children who struggle to focus. Use them regularly. For example, after completing three sums or sentences, offer a movement break while preparing the next task.
Other ideas include:
Sending the child on a message
Giving them a classroom job, like handing out books
Allow children to use fidget tools like a rubber or pencil with a toy on the end. A wedge-shaped cushion that allows movement while seated can also help with focus
Whole-class movement breaks can include:
Walking on tiptoes
Walking on heels
Wall push-ups
Desk push-ups
Chair push-ups
Hand pushes
Things that can change your energy levels.
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If a child seems tired, check their sleep habits. Parents may appreciate advice on bedtime routines.
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Skipping breakfast can lead to low energy. Breakfast clubs may help. Also, check if energy drops after lunch.
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Water helps the body stay active and alert. Dehydration can cause tiredness and poor focus.
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Too much caffeine can make children feel worse. Watch for caffeine in cola and chocolate.
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Let children run and play during breaks. Even short bursts of activity help boost energy.
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Autistic children may hide their traits in public, like stopping themselves from stimming (repetitive movements or sounds). Make time during the day for stimming in a safe and comfortable space.
Set Clear Limits
High-energy children need clear rules. Speak calmly and explain what behaviour is expected. Let them know when it’s okay to be active and when it’s time to focus.
Reasonable Adjustments for Children Diagnosed with Attention-Deficit / Hyperactivity Disorder (ADHD)
These tips can also help children who are undiagnosed or under assessment.
Key Adjustments
Bring students back on track often: Do this kindly and without embarrassment
Minimise distractions: Avoid seating near windows, doors, or busy areas
Use a visual timetable: Colour-code books to match lessons
Give extra time for classwork: Don’t punish incomplete work
Check understanding: Ask students to explain the task, not just “Do you know what to do?”
Allow regular breaks: Short breaks help refocus and reduce fatigue
Support transitions: Help with moving between lessons or changing for Physical Education (PE). Use mentors or colour-coded routes
Protect Self-Esteem
Children with ADHD are not choosing to struggle. Their challenges are part of their condition. Support their self-esteem to help them stay engaged in learning and social activities.
Use a simple signal system. For example, a card with red on one side and green on the other. The child can flip it to show how they feel without speaking.
Reasonable Adjustments in Exam Settings
Support for Students with Attention-Deficit / Hyperactivity Disorder (ADHD)
Children with ADHD may find exams more challenging, and schools can put support in place to help them. These supports are called ‘exam access arrangements’. They must be based on your child’s needs and usual way of working in school.
Common exam adjustments include:
Rest breaks: Supervised breaks to help students refocus.
Extra time: Up to 25% more time if rest breaks are not enough and medical evidence supports it.
Prompts: Gentle reminders from an invigilator if the student loses focus.
Time updates: Provide regular reminders about how much time is left. Use a clock designed for ADHD if possible.
Smaller room: A quieter space with fewer distractions.
Seating arrangements: For example, sitting near the front to support concentration
Give instructions clearly: Make sure the student is listening. Eye contact may not happen, and that’s okay. Repeat instructions if needed.
Parenting Adjustments for High-Energy Children
Offer Unstructured Play
Unstructured play helps children use their energy in fun and creative ways. Let them choose activities they enjoy, like building, running, or exploring.
Adjust Expectations
If your child has ADHD, autism, or developmental delays, set realistic goals. Know which situations may lead to more excitement and prepare ahead.
Toys That Encourage Movement
Look for toys that get your child moving—like trampolines, crawl tunnels, or rocking horses. These help release energy and reduce stress.
Fidget Toys
Fidget toys offer sensory input and help children stay focused. There are many types available, so try a few to see what works best.
Encourage Physical Activity
Let your child run, jump, skip, or climb. Physical activity helps them focus and burn off extra energy. Avoid intense exercise right before bedtime.
Sleep and Exercise Balance
Children who miss naps or stay up late may have bursts of energy followed by meltdowns. Make sure your child gets enough sleep for their age. Also, give them time to move during the day to avoid energy build-up.
Parenting Adjustments for Low-Energy Children
Rest and Relaxation
Give your child time off from schoolwork and stressful activities. Let them enjoy hobbies, connect with friends, or simply relax.
Time Without Masking
Autistic children may hide their traits in public. Let them stim (repetitive movements or sounds) in a safe space where they feel comfortable.