Are you looking for strategies to help students who? If so, keep reading.

1. Give a designated area for the learner when they become frustrated with a situation (e.g., counselor’s office, study carrel, resource room, etc.).

2. Assist the learner in recognizing the signs of becoming overexcited. Explain an appropriate action to gain self-control.

3. Do not embarrass the learner by giving them orders, making requirements, etc., in front of others.

4. Make other staff members aware of the learner’s tendency to become easily angered, annoyed, or upset.

5. Do not criticize when correcting the learner; be honest yet compassionate. Never cause the learner to feel negatively about themselves.

6. Get the learner to consider the consequences and situations in which he/she is most likely to fail.

7. Remove the learner immediately from the presence of others when they get angered, annoyed, or upset.

8. Give a quiet space away from peer interactions for the learner to work independently. This is not to be used as a form of punishment but as a chance to increase the learner’s success in their environment.

9. Show the learner the reason why they cannot have or do something.

10. Attempt to reduce or prevent things from happening that cause the learner to become easily angered, annoyed, or upset.

11. Create classroom rules: • Complete every assignment. • Complete assignments quietly. • Remain in your seat. • Finish tasks. • Meet task expectations. Examine rules often. Praise students for following the rules.

12. Teach the learner alternative ways to express their unhappiness (e.g., talking about a problem, asking for help, etc.).

13. Do not let the learner use ADHD as an excuse. Hold the learner responsible for their actions. However, accept the problems that ADHD brings into the learner’s life while they are learning to make accommodations.

14. Attempt several groupings in the classroom to ascertain the situation in which the learner is most successful.

15. Do not let the learner take part in a situation unless they can demonstrate self-control.

16. Do not force the learner to interact or remain in a group if they are likely to become angry, annoyed, or upset.

17. Make sure that the learner knows the relationship between unacceptable behavior and the consequences that follow (e.g., being avoided by others, not being able to take part in special learning activities, etc.).

18. Converse with the learner about ways of successfully handling situations without conflict (e.g., walk away from the situation, change to another learning experience, ask for help, etc.).

19. Teach the learner to recognize when he/she is becoming angry, annoyed, or upset and ways in which to deal with their feelings.

20. Urge the learner to associate with peers with whom they get along well to prevent them from getting angry, annoyed, or upset.

21. Urge the learner to talk with a trusted adult when they are angry, annoyed, or upset.

22. Select a peer who will be an excellent influence (e.g., someone younger/older, of the same gender, of the opposite gender, etc.) to work with the learner.

23. Be firm, fair, and consistent. Address the learner’s behavior in a manner that is as fair as possible.

24. Do not force the learner to interact with others.

25. Teach the learner alternative ways to deal with situations that make them frustrated, angry, etc. (e.g., withdrawing, talking).

26. Consider using a classroom management app. Click here to view a list of apps that we recommend.

27. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

28. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

29. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.