Today we’re talking about something many families with ADHD already notice: when a brain is wired differently, “sit still and focus” doesn’t always work.

But here’s the hopeful part—research suggests we don’t have to fight the ADHD brain. We can work with it using evidence-based supports that help executive functioning.

• How physical activity supports executive function
• How engaging multiple senses can strengthen working memory
• How fidgets can help—when they’re chosen and used the right way

I’ll share practical guidance for classroom and at-home use, plus what to ask for through IEPs and 504 Plans.

(This is educational and not medical advice. If you are seeking a diagnosis/treatment, please connect with a licensed provider authorized to diagnose and treat in your state.)

1. Can Exercise Actually Reshape the ADHD Brain?

Let’s start with movement—because it’s not just “burning off energy.”

A 2023 meta-analysis found that physical activity can improve executive function in children and teens with ADHD. The improvements were especially linked to three skills:

• Inhibitory control — the brain’s “pause button,” helping kids resist distractions and pause before reacting.
• Working memory — think “mental sticky notes,” remembering rules, steps, and instructions.
• Cognitive flexibility — the ability to switch between tasks smoothly.

So when we talk about exercise, we’re not just talking about fitness. We’re talking about giving the brain a more effective command center.

The catch is important: different kids respond to different types and amounts of movement. What helps one child might look totally different for another—like soccer versus swimming versus martial arts.

2. Even 15 Minutes Can Shift Attention—Especially Reaction Time

Now let’s zoom in on something families often ask: Do we need long activity breaks?

One randomized study compared children with ADHD who did 15 minutes of acute exergaming versus a sedentary control condition. The kids in the movement group were:

• Faster on Inhibition Tasks
• Faster on Switching Tasks

But here’s what didn’t change as much: accuracy on those tasks and visual working memory didn’t show significant differences.

So what does that mean in real life? Movement may be especially helpful for reaction speed—the brain’s ability to respond at the right moment—and for switching without getting stuck.

3. “Sights + Sounds” Can Reduce the Memory Gap

Let’s talk about a simple brain hack that doesn’t require a treadmill.

In ADHD, attention can be hijacked by internal thoughts—sometimes repeatedly—so it can be hard for working memory to “hold onto” what matters.

Research on multisensory learning in 2022 and 2023 found that combining visual and auditory input improved working memory performance. In one study, memory accuracy increased from:

• 84.5% (Visual Only) to 92.6% (sights + sounds / audiovisual)

That’s a meaningful jump—especially when you consider how many classroom instructions are delivered with only one channel (like listening only or seeing only).

The Takeaway: If you want to strengthen memory and reduce distraction, try to activate at least two senses at once during key learning moments.

Examples that translate well to daily life:

• Read instructions out loud and show them visually (written steps, icons, a checklist).
• Use a short verbal prompt while pointing to the exact part of the worksheet.
• For study time: listen to directions while also highlighting or marking the text being discussed.

4. “Sit Still” May Backfire—Movement During Learning Can Help

This part is especially validating for families who’ve heard, “Just be still.”

Research on children ages 8–12 suggests that when learning requires working memory and behavioral inhibition, students with ADHD may show more movement—and increased movement was associated with better correct responding on academic tasks.

That reframes fidgeting and body movement as potentially functional, rather than simply “problem behavior.”

Practical reframe for parents and educators: Instead of “stop moving,” the question becomes: “What kind of movement can support on-task thinking?”

5. Fidgets: Do They Work? The Honest Answer is “It Depends.”

Let’s address the hot topic: Fidgets

Fidgets can be small tactile objects used while seated—like stress balls, desk-attached items, or other movement-based tools.

But the evidence is mixed, which means we need to be strategic.

What research suggests can help:

• Stress balls during written-expression tasks may reduce distractions and can be linked with higher written expression scores.
• In some settings (including higher education), fidget aids may help students ignore distractions.

What to watch out for:

• Not all fidgets work the same way.
• Some fidgets—especially those that are highly engaging visually—may impair memory performance or shift focus away from the work.

And even within the same general category, the task matters. An object that helps during one activity may be less helpful during another.

6. Classroom Reality: On-Task Behavior and Productivity are Not the Same

One classroom study used fidget spinners with three second-grade students with ADHD.

What did the teacher observe?

• On-task behavior increased—sometimes dramatically. For example, one student’s on-task behavior went from a baseline average of about 27% to 79% during intervention.

But here’s the key nuance: The teacher also reported that students looked at their work and were quieter, but they did not complete the work.

So this is critical for families and educators:

• On-task behavior ≠ productivity 
• A child can appear focused but still not complete the assignment.

What to Do with IEP/504 Planning

If you’re using fidgets as an accommodation, it’s smart to define two separate measurable goals:

• On-task behavior (behavioral observation)
• Productivity (work completion, accuracy, amount completed, etc.)

Then choose how you’ll track each one.

A simple “how to use supports” checklist (home + school)

If you take nothing else from this blog, take this:

Step 1: Choose the Goal First

Do you want better:

• Inhibition/Pause before Reacting?
• Switching between Tasks?
• Working Memory for Instructions?
• Written Output?
• On-task Behavior or Completion?

Step 2: Match the Support to the Goal

• Movement Breaks: Often support inhibition, switching, and executive function readiness.
• Sights + Sounds: Often supports working memory capture and attention to instructions.
• Fidgets: Can support seated learning only when selected appropriately and paired with the right task.

Step 3: Measure Two Outcomes (Especially with Fidgets)

• Are they more on-task?
• Are they actually completing the work?

Step 4: Adjust Dosage and Type

If it’s not working, it may not be “the idea”—it may be type, timing, or dosage.

Where Monarch Counseling Fits In

At Monarch Counseling in Westerville, Ohio, we help families look at what’s driving the challenges—academically, behaviorally, and emotionally—and then connect supports to the needs.

If you’re noticing patterns like distractibility, inconsistent work completion, or frustration during learning tasks, it may be helpful to explore whether sensory and executive function supports could improve daily functioning.

We also provide ADHD-related assessments for all ages and can help guide recommendations that match your child’s strengths—not just generic strategies.

Practical Next Steps

If you’d like help turning these ideas into a plan you/your family can actually use, consider reaching out to Monarch Counseling.

With an evaluation, we can help you identify:

• What support is most likely to help right now
• Make individualized recommendations
• Make suggestions on what to request through a school plan, if needed

References

Aspiranti, K. B., & Hulac, D. M. (2022). Using fidget spinners to improve on-task classroom behavior for students with ADHD. Behavior Analysis in Practice, 15(2), 454–465. https://doi.org/10.1007/s40617-021-00588-2 

Benzing, V., Chang, Y.-K., & Schmidt, M. (2018). Acute physical activity enhances executive functions in children with ADHD. Scientific Reports, 8(1), 12382. https://doi.org/10.1038/s41598-018-30067-8 

Cai, B., Cai, S., He, H., He, L., Chen, Y., & Wang, A. (2023). Multisensory enhancement of cognitive control over working memory capture of attention in children with ADHD. Brain Sciences, 13(1), Article 66. https://doi.org/10.3390/brainsci13010066

Pfeifer, M. A., Cordero, J. J., & Stanton, J. D. (2022). What I wish my instructor knew: How active learning influences the classroom experiences and self-advocacy of STEM majors with ADHD and specific learning disabilities. CBE—Life Sciences Education. https://doi.org/10.1187/cbe.21-12-0329 

Song, Y., Fan, B., Wang, C., & Yu, H. (2023). Meta-analysis of the effects of physical activity on executive function in children and adolescents with attention deficit hyperactivity disorder. PLOS ONE, 18(8), Article e0289732. https://doi.org/10.1371/journal.pone.0289732