Unlocking Potential
Guide for Educators
Practical insights to help students with ADHD thrive
By Caronne Taylor Bloom, Education Advocate and LPC
In this article, you will learn
Understanding neurodivergence and ADHD
ADHD in the classroom: Iceberg Analogy
Strategies for effective classroom management
Collaboration and support with parents
The benefits of a supportive approach
As an educator and advocate for neurodivergent children, I've witnessed firsthand the incredible potential within students with Attention-Deficit/Hyperactivity Disorder (ADHD). These students often possess unique strengths such as creativity, hyperfocus on subjects of interest, and a high degree of energy that, when channeled effectively, can lead to remarkable achievements. However, I've also observed the challenges they face in traditional classroom settings, where their non-standard learning styles are frequently misunderstood and sometimes even discouraged. Here are a few insights and strategies for effectively supporting these students, moving beyond labels to foster understanding and empowerment, ultimately allowing their potential to flourish.
Understanding Neurodivergence
While ADHD is technically a neurodevelopmental disorder, the term "neurodivergent" is a better fit. This broader term acknowledges that not all brains develop or function in the same way. It includes individuals with Autism Spectrum Disorder (ASD), particularly those with high-functioning skills. Recognizing this diversity is crucial and helps us to move away from the idea of a "typical" brain and embrace the unique strengths of each individual.
“When discussing ADHD, I often use the analogy of an iceberg. The visible behaviors—impulsivity, restlessness, inattention—are just the tip.”
ADHD is often diagnosed around age six, though severe cases may be identified earlier. It's important to differentiate ADHD symptoms from behaviors stemming from trauma, depression, or anxiety. Additionally, ADHD rarely occurs in isolation—it often coexists with other conditions like ASD, tic disorders, Tourette's syndrome, OCD, and anxiety. To avoid mis-diagnoses, it’s crucial to consider the whole child and recognize these comorbidities when developing support strategies. When we understand the root cause of challenging behaviors and adjust the environment accordingly, these behaviors often diminish.
ADHD in the Classroom: An Iceberg Analogy
When discussing ADHD, I often use the analogy of an iceberg. The visible behaviors—impulsivity, restlessness, inattention—are just the tip. Beneath the surface often lie fine and gross motor delays, executive function challenges, and speech delays. These hidden issues often manifest as behavioral challenges in the classroom. For example, students may call out, struggle to stay seated or on task, and seem to challenge authority.
One fascinating aspect of ADHD is hyperfocus. While seemingly contradictory, individuals with ADHD can intensely focus on tasks they find interesting, often to the exclusion of everything else. In a classroom, this might mean a student is deeply engaged in a personal interest while appearing to ignore the lesson. It's crucial to remember that these students are not intentionally misbehaving; they simply process information differently.
“Movement is vital. Allow students to stand, walk, or engage in physical activities. Flexible seating arrangements, where students choose where and how they sit, can also be beneficial.”
Students with ADHD are not purposefully disruptive. As a former teacher, I understand the challenges educators face, but aligning with students' needs is crucial for their success. Small adjustments can yield significant positive outcomes.
Strategies for Effective Classroom Management
Here are some creative and practical strategies for supporting students with ADHD:
Positive reinforcement. Students with ADHD often receive more negative feedback than their peers. Authentic, specific praise is essential. Instead of saying, "Johnny, sit still!" try, "Johnny, I notice you're really engaged with this activity!"
Frequent movement breaks. Movement is vital. Allow students to stand, walk, or engage in physical activities. Flexible seating arrangements, where students choose where and how they sit, can also be beneficial.
Concentrated distractions, aka fidgets. Occupational therapists often recommend fidgets. These tools help students focus by providing sensory input. Quiet fidgets like modeling clay, foam shapes, or worry stones are ideal.
Routine and structure. Students with ADHD thrive on routine. Knowing what to expect provides a sense of security. However, they also crave novelty. Strive for a balance between maintaining structure and incorporating new and interesting activities.
Social stories and visual schedules. Create a picture book of the student doing each activity in the schedule each day (going to locker, putting away coat and backpack, etc.) for use in the classroom and at home.
Snacks and hydration. Hunger and dehydration can negatively impact focus. Provide access to snacks, especially protein, and allow water bottles. Many students with ADHD are on stimulants, which can suppress appetite. Watch energy levels and keep healthy snacks readily available.
Heavy work. When appropriate, activities involving lifting, pushing, or pulling provide valuable sensory input. Simple tasks like carrying books or doing wall push-ups can be effective.
Bathroom breaks as movement breaks. Recognize that students may need to move even if they don't need the bathroom. Allow brief breaks to walk around.
Flexible seating. Allow students to choose their seating and posture, such as sitting on the floor, using beanbags, or standing.
Finger knitting and drawing. Allowing students to engage in activities like finger knitting or drawing during lessons can help them focus and process information.
Designated helper roles. Assign students with challenging behaviors as "helpers" for tasks like assisting a substitute teacher. This provides focus, a sense of responsibility, and a boost to self-esteem.
Collaboration and Support
Effective support requires a robust collaboration between educators, parents, and mental health professionals. Ideally, this collaboration begins before the school year even starts. It is incredibly helpful when parents send an introductory email or schedule a brief meeting with teachers at the beginning of the year. This communication should clearly outline their child's unique strengths, specific challenges related to ADHD, and successful strategies that have been effective in the past, such as preferred learning environments or sensory support. Sharing these insights early on opens lines of communication, fosters mutual understanding, and establishes a true partnership dedicated to the child's success. Regular check-ins and open dialogue throughout the school year are also essential to maintain this collaborative approach and adjust strategies as needed.
“Ultimately, it's about recognizing each child's potential and providing the support they need to succeed. By creating a classroom environment that is inclusive, understanding, and adaptable, educators can help students with ADHD reach their full potential.”
Knowing when to consult a mental health professional is crucial and can significantly impact a child's long-term wellbeing. The sooner appropriate interventions occur, the better, as early support can prevent frustration and protect the child's self-esteem and self-efficacy. Educators play a vital role in this process. Instead of simply pointing out problematic behaviors, they can gently suggest assessments or occupational therapy by focusing on the child's strengths and observable behaviors. For instance, saying, “Johnny is an amazing artist, and I've noticed he struggles with sitting for long periods during instruction. Have you considered having him assessed for ADHD or exploring occupational therapy to help with sensory regulation?” is far more constructive and supportive than simply stating, “Johnny can't sit still.” This approach encourages parents to seek professional guidance without making them feel judged or blamed, and it emphasizes a team effort to support the child.
The Benefits of a Supportive Approach
When students with ADHD are supported and understood, the benefits are profound. They thrive academically, socially, and emotionally. I've seen students who were once considered "challenging" excel when given the right tools and environment. Allowing a student to draw during math class or providing finger knitting during story time can help them focus and engage. Giving students with challenging behaviors responsibilities, like being a helper for a substitute teacher, can boost their self-esteem and sense of belonging.
Ultimately, it's about recognizing each child's potential and providing the support they need to succeed. By creating a classroom environment that is inclusive, understanding, and adaptable, educators can help students with ADHD reach their full potential.
Supporting students with ADHD requires a shift in mindset and a willingness to implement strategies tailored to their unique needs. Through education, collaboration, and a focus on the child's strengths, educators and parents can create an environment where these students can thrive. Remember, these children are not trying to make our lives difficult; they are experiencing difficulties. Let's work together to make their school experience positive and empowering.
Caronne Taylor Bloom is a Licensed Professional Counsellor who has worked as a therapist for 10 years and an educator for 20 years. She specializes in executive function, ADHD, Tic disorders, ASD, OCD, depression, and educational advocacy. She enjoys working with humans of all ages and helping them to find their shine.
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