Building Communication Skills

Discover tips, treatment options, and support strategies from the Finding Focus Care Team

Last Update: August 18th, 2025, Estimated Read Time: 8 min

Why Communication Matters for Teens with ADHD

For teens living with Attention-Deficit/Hyperactivity Disorder (ADHD), school can feel like an uphill climb. Beyond managing assignments and deadlines, many also face unique challenges in expressing themselves clearly, listening effectively, and navigating conversations with peers, teachers, and family.

Communication is more than just talking, it’s about connecting. For teens with ADHD, difficulties with attention, impulsivity, and emotional regulation can make conversations harder to manage. Misunderstandings at school may snowball into frustration, conflict, or feelings of isolation. Research shows that communication difficulties often overlap with social and academic struggles, influencing long-term well-being (Sciberras et al., 2016).

The good news? With the right strategies and support, communication skills can improve. Building stronger communication doesn’t just boost school performance, it also helps teens develop confidence, resilience, and healthier relationships.

Understanding Communication Challenges in ADHD

1. Attention and Listening

Sustaining attention during conversations is a common hurdle. Teens may drift off mid-discussion, miss key details, or interrupt unintentionally. This can be mistaken for disinterest or rudeness, when in reality, it’s tied to ADHD’s neurological roots.

2. Impulsivity and Interruptions

Blurting out answers, speaking over classmates, or jumping off-topic are frequent concerns. Impulsivity can make it tough to “wait your turn,” which teachers or peers may misinterpret as disrespectful.

3. Emotional Regulation

Strong emotions can spill into communication. A minor misunderstanding might escalate into anger or tears, leaving teens embarrassed or misunderstood. Shaw et al. (2014) found that emotional dysregulation in ADHD often undermines social interactions, amplifying communication breakdowns.

4. Nonverbal Communication

Body language, tone, and eye contact can also be affected. Teens with ADHD may misread cues or send mixed signals, making it harder to build trust with peers.

By recognizing these barriers, parents, educators, and teens themselves can better understand why communication sometimes feels so difficult, and begin working toward effective solutions.

Real Strategies for Building Communication Skills

Developing stronger communication isn’t about changing who teens are. It’s about giving them tools to express themselves clearly, listen actively, and feel confident in their interactions. Here are some evidence-informed strategies:

1. Practice Active Listening

Active listening helps teens focus on what’s being said instead of preparing their response. Role-playing exercises can be useful:

Parent says: “Tell me what I just explained in your own words.”
Teen responds: “You said I need to write down my homework before leaving class.”

This not only strengthens attention but also ensures understanding. Studies highlight that structured communication interventions can significantly improve peer relationships for adolescents with ADHD (Hoza et al., 2005).

2. The “Pause and Think” Technique

Encourage teens to take a two-second pause before responding in conversations. This helps curb impulsivity and reduces misunderstandings. A short pause creates space to consider tone, words, and timing, skills critical for classroom participation.

3. Emotion Coaching in Conversations

Teens may need support labelling emotions during difficult conversations. Phrases like:

• “I feel frustrated because I didn’t understand the assignment.”
  
  
• “I’m nervous about presenting in class.”

This approach, supported by evidence in ADHD interventions, builds both communication clarity and emotional awareness (Barkley & Murphy, 2010).

4. Social Scripts and Role-Play

Practicing common school scenarios, asking for help, joining group work, or resolving conflict, can give teens a “blueprint” to fall back on in real time. Over time, rehearsed scripts become natural communication habits.

5. Technology Aids

Using reminders, text prompts, or apps can support communication. For instance, a teen may set a notification before class that says: “Remember to raise your hand before speaking.” Small tools like these reduce impulsive slips and support positive interactions.

How Parents and Educators Can Help

At Home

• Model calm communication. Teens learn by example, using respectful tone and listening attentively shows what effective dialogue looks like.
  
  
• Offer feedback gently. Instead of “You always interrupt,” try, “I noticed you got excited and jumped in. Let’s try waiting until the other person finishes next time.”
  
  
• Celebrate progress. Highlighting small wins, like waiting their turn or clarifying instructions, builds confidence.

At School

Teachers play a vital role in shaping communication experiences:

• Clear, structured instructions reduce confusion. Written follow-ups can help reinforce verbal directions.
  
  
• Signal systems (such as a hand gesture to remind a teen to pause) can discreetly redirect without embarrassment.
  
  
• Encouraging group roles (like note-taker or timekeeper) provides opportunities to practice communication in low-pressure settings.

When schools and families work together, communication strategies become more consistent, supporting teens across environments.

When to Seek Extra Support

Sometimes, challenges in communication persist despite strong support. In these cases, outside help may be needed:

• Speech and language therapy can target pragmatic language skills, helping teens understand conversational rules and nonverbal cues.
  
  
• Cognitive Behavioural Ttherapy (CBT) teaches communication within the context of emotional regulation and problem-solving.
  
  
• ADHD coaching provides structured practice in communication, accountability, and confidence-building.

A study by Sciberras et al. (2016) highlighted that early intervention in communication and social skills predicts better academic and mental health outcomes for adolescents with ADHD.

Final Thoughts: Small Conversations, Big Impact

Communication challenges may feel overwhelming at times, but they don’t define a teen’s potential. By building skills step by step, teens with ADHD can learn to express themselves with clarity, listen with intention, and navigate school challenges more effectively.

Whether it’s pausing before speaking, practicing scripts at home, or receiving extra support, every small step forward strengthens a teen’s ability to connect. And those connections, built through everyday conversations, can open the door to academic success, meaningful friendships, and a growing sense of self-confidence.

Finding Focus Care Team

We are a group of nurse practitioners, continuous care specialists, creators, and writers, all committed to excellence in patient care and expertise in ADHD. We share content that illuminates aspects of ADHD and broader health care topics. Each article is medically verified and approved by the Finding Focus Care Team. You can contact us at Finding Focus Support if you have any questions!

References

Barkley, R. A., & Murphy, K. R. (2010). Impairment in occupational functioning and adult ADHD: The predictive utility of executive function (EF) ratings versus EF tests. Archives of Clinical Neuropsychology, 25(3), 157–173. Link  

Hoza, B., Mrug, S., Gerdes, A. C., Hinshaw, S. P., Bukowski, W. M., Gold, J. A., ... & Arnold, L. E. (2005). What aspects of peer relationships are impaired in children with attention-deficit/hyperactivity disorder? Journal of Consulting and Clinical Psychology, 73(3), 411–423. Link

Sciberras, E., Lycett, K., Efron, D., Mensah, F., Gerner, B., & Hiscock, H. (2016). Anxiety in children with attention-deficit/hyperactivity disorder. Pediatrics, 137(6), e20152255. Link

Shaw, P., Stringaris, A., Nigg, J., & Leibenluft, E. (2014). Emotion dysregulation in attention deficit hyperactivity disorder. American Journal of Psychiatry, 171(3), 276–293. Link