How does hyperactivity in ADHD affect transition periods, like moving schools?

PostedAugust 25, 2025

UpdatedSeptember 5, 2025

ByMy Patient Advice

Author: Victoria Rowe, MSc | Reviewed by: Dr. Rebecca Fernandez, MBBS

For students with ADHD, a school transition such as moving to a new school or changing year groups can be especially challenging. These school changes often disrupt routines and familiar supports, which can intensify hyperactivity, anxiety, and difficulty adjusting.

Understanding how routine disruption impacts ADHD symptoms is key to helping children settle into their new environment. With the right preparation and support, students can navigate the ADHD adjustment process more smoothly.

How School Transitions Impact ADHD

Here are some common challenges during school transition periods and strategies to ease the process:

Increased Restlessness

New settings and uncertainty can heighten hyperactivity and impulsivity. Familiarising students with their new environment in advance can reduce stress.

Difficulty Adjusting to New Routines

Changes in schedule and expectations can overwhelm students with ADHD. Visual schedules and consistent reminders help establish new routines quickly.

Social Struggles

Meeting new peers and teachers may trigger anxiety or withdrawal. Practising social skills and arranging early introductions can build confidence.

Emotional Ups and Downs

Transitions can bring frustration and emotional outbursts. Providing a safe space to talk and process feelings helps children feel supported.

Supporting students through school changes with patience and planning ensures a more positive ADHD adjustment. Visit providers like ADHD Certify for personal consultations and tailored guidance. For a deeper dive into the science, diagnosis, and full treatment landscape, read our complete guide to Hyperactivity.

Victoria Rowe, MSc

Author

Victoria Rowe is a health psychologist with a Master’s in Health Psychology and a BS in Applied Psychology. She has experience as a school psychologist, conducting behavioural assessments, developing individualized education plans (IEPs), and supporting children’s mental health. Dr. Rowe has contributed to peer-reviewed research on mental health, including studies on anxiety disorders and the impact of COVID-19 on healthcare systems. Skilled in SPSS, Minitab, and academic writing, she is committed to advancing psychological knowledge and promoting well-being through evidence-based practice.

All qualifications and professional experience stated above are authentic and verified by our editorial team. However, pseudonym and image likeness are used to protect the author's privacy.

Dr. Rebecca Fernandez, MBBS

Reviewer

Dr. Rebecca Fernandez is a UK-trained physician with an MBBS and experience in general surgery, cardiology, internal medicine, gynecology, intensive care, and emergency medicine. She has managed critically ill patients, stabilised acute trauma cases, and provided comprehensive inpatient and outpatient care. In psychiatry, Dr. Fernandez has worked with psychotic, mood, anxiety, and substance use disorders, applying evidence-based approaches such as CBT, ACT, and mindfulness-based therapies. Her skills span patient assessment, treatment planning, and the integration of digital health solutions to support mental well-being.

All qualifications and professional experience stated above are authentic and verified by our editorial team. However, pseudonym and image likeness are used to protect the reviewer's privacy.