7 Early Signs of ADHD in Toddlers and Young Children: A Guide for Educators

As educators of very young children, we are not strangers to big emotions, distractibility, and high energy in our classrooms. If we consider brain development, we know that young children’s executive function skills are still very much emerging and this contributes to much of what we see in our classrooms. But, there may be some children that stand out for you. Children whose behavior is maybe more extreme than others or who have a harder time following directions or remembering where things go. ADHD may be playing a role in these behaviors. Research shows that early diagnosis of ADHD and other learning differences has a positive impact on long-term outcomes (American Academy of Pediatrics, 2019). In this brief guide for educators, we will explore what some early signs of ADHD can look like in young children and share next steps for educators to support these children and their families. 

Before we dive in, it is critical to understand that diagnosis before the age of 4 is not recommended by the American Academy of Pediatrics. Too early of a diagnosis may detract from discovering other causes of challenging behaviors, such as sleep problems, sensory processing issues, hearing impairment, learning or cognitive disabilities, and childhood trauma. It’s important to address these other factors so that the child can receive the most effective treatment as early as possible.

Another factor that plays a part here is that young children’s brains are not fully developed and their executive functions, in particular, are new to the scene. For example, self-regulation, which includes impulse control and emotional regulation, is still developing in young children and can lead to them acting impulsively without thinking through consequences and reacting to challenging situations with tantrums and emotional outbursts. Young children naturally have shorter attention spans due to their newly emerging attention skills. They also struggle with multi-step directions as their working memory skills are still developing. All of these behaviors can resemble those seen in older children with ADHD. It’s easy to see how we can conclude that their behavior might be indicative of ADHD.

Let’s take a closer look at some possible early signs of ADHD in young children (Dreschler et al., 2020; Barkley, 2015). As we just mentioned, it’s important to keep in mind that their brains are not fully developed yet. It’s also important to trust your instincts. If you notice a child whose behavior stands out among their peers, further investigation is likely the right next step to make.

As educators, fostering cognitive flexibility in students is essential for their overall success. Students with strong cognitive flexibility can handle transitions more smoothly, think creatively to solve problems, and manage their emotions better during conflicts or disappointments. Developing this skill early on is vital, as it lays the groundwork for resilience, adaptability, and a growth mindset—traits that are essential for success in school and beyond. Here’s how you can support flexible thinking  in your classroom:

Emotional regulation is a key area to notice in our young children as this is where children with ADHD start to show differences from their peers. You may notice that their emotional reactions are more frequent and intense, and seem disproportionate to the situation. Negative reactions or tantrums tend to be most common, but you may also see intense positive reactions. 

Most educators of young children are likely not going to brag about their students’ organizational skills, as this skill is very much still developing at this age. But we might notice when children struggle with understanding where or how objects “fit” or remembering where materials or toys go. Problems with visual perception, visual motor skills, and spatial reasoning could be precursors of ADHD.

Studies indicate that young children with ADHD are more prone to giving up on tasks that become frustrating compared to their neurotypical peers (Barkley, 2015). They often face challenges with problem-solving and may have difficulty with metacognitive thinking which allows them to recognize their own strengths and areas for growth. 

Young children with ADHD may have trouble sticking with activities until they’re finished or starting activities they aren’t excited about. Their attention and focus skills are still developing, in addition to their impulse control, which helps them ignore the thing they want to do and focus on the current activity. This is common in all young children but you may notice that some of your students struggle with this more than their peers.

 Around preschool age, young children in your classroom who may have ADHD may begin to exhibit challenges with abstract thinking, language, and critical reasoning. For instance, they might struggle with following a logical sequence in simple tasks or have difficulty applying concepts they've learned to new situations. 

Negotiating play and taking turns can be hard for all children, especially in busy classrooms or on the playground. For children with ADHD, unstructured playtime with other children can seem chaotic and overwhelming to them. Keep an eye out for those students in your class who seem to struggle during these times. These children may need some coaching and guidance to thrive when they’re allowed to have fun with other kids.

Educating yourself about ADHD and what to keep an eye out for is the first step, so congratulations to you for reading this article! Learning about executive function skill development and how you can build it into your classroom routine through programs like BrainTracks is another effective way to support your youngest students. It’s also very important to keep detailed record of behavior for the children you have concerns about. This helps you to identify patterns and can provide valuable information to parents and other professionals. Meeting with the child’s parents and sharing your concerns with empathy and compassion is an important step in providing support. You can share your observations, your concerns, and help educate the parents about child development. Consult with your school’s counselor or psychologist to discuss the child’s behavior and explore further steps and, if necessary, work with special education staff or a school psychologist to conduct a more formal evaluation. Early diagnosis is key and you have a valuable role in making sure the child’s needs are addressed.

As educators, recognizing the early signs of ADHD in young children is crucial for providing timely support. By being observant and understanding that young children’s executive functions are still developing, you can identify behaviors that may indicate ADHD and differentiate them from typical developmental challenges. Documenting these behaviors, communicating empathetically with parents, and collaborating with school support services are essential steps in addressing your concerns. Your proactive approach can lead to early interventions that positively impact the child's development and educational experience. Your role in noticing and addressing these signs is key to ensuring that every child receives the support they need to thrive.

American Academy of Pediatrics. (2019). Clinical Practice Guideline: Diagnosis and Evaluation of Children with Attention-Deficit/Hyperactivity Disorder. Pediatrics, 144(4), e20192528.

Barkley, R. A. (2015). Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment. Guilford Publications.

Drechsler, R., Brem, S., Brandeis, D., Grünblatt, E., Berger, G., & Walitza, S. (2020). ADHD: Current concepts and treatments in children and adolescents. Neuropediatrics, 51(5), 315–335. https://doi.org/10.1055/s-0040-1701658