The hormone dopamine is the one responsible for concentration.

Every person is different when it comes to the ability to concentrate. But suppose we do not have any disorder: In that case, we should be able to concentrate on any given activity, keep the attention and then change to something else when needed (stretch a little, look at our phone – think about what you do when you need to change the “focus of the attention” when in class) so, we can concentrate further on our object of attention, even though with a little less intensity (depending on time of a day, physical and mental condition of an individual).

Brain 01

People without ADHD can switch focus from one thing to another subtly and without much effort. That is due to the dopamine supply that allows us to work well in normal situations. A child with ADHD experiences rapid alternations of concentration (hyperfocus) and lack of attention. They are unable to manage their concentration effortlessly. The functioning of their serotonin and dopamine excretion, which helps us to learn, concentrate, and be motivated, works differently.

You can see its graphic representation in Picture no. 2. When they are above the line, they feel rather pleasant, but they can hardly hear you under the line.

Brain 02

• This is usually when a teacher or a teaching assistant comes in and makes the dark moment below the line even worse. They often start speaking/screaming at the child, "Charles, you are looking out of the window again! “C’mon, just do your work!”
• Charles is not paying attention, though. He needs more time to recover.
• If we, as educators, do not take a step back, Charles will get upset and do nothing (at best) or distract the whole class, including you.
• Give the pupil space to make necessary changes by letting her/him do something not connected to the subject matter. For example, have her/him bring something, hand out papers or get all the pupils active – do a short warm-up etc.
  • If s/he is already in an affective state, there is no point in changing the activity.
  • Most of the time, s/he needs to relax with no unnecessary comments.
• So, when do you start talking to her/him?
  • When s/he looks at you, speak to the pupil. They usually need about two to three minutes.