ADHD in The Classroom
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The classroom is a place for learning, social development, and growth for students all around the world. Students make friends, discover passions, and learn important lessons. However, this can be a difficult environment for some students to thrive in, especially those struggling with ADHD. This attention-based disorder presents countless challenges ranging from trouble sitting still to organizational difficulties. ADHD in the classroom can affect learning significantly, but by educating ourselves about common experiences, we can gain a better understanding of the disorder and how to help students experiencing it.
ADHD Defined
Attention-Deficit/Hyperactivity Disorder, or ADHD, is a common condition associated with inattentive behaviors, hyperactivity, and impulsivity, which interfere with day-to-day functioning. This might look like restlessness, absent-mindedness, a short attention span, or difficulty focusing. According to the Centers for Disease Control and Prevention (CDC), around seven million children from ages 3-17 in the United States have been diagnosed with ADHD, with around 6 in 10 children experiencing moderate or severe ADHD. In the classroom, this can translate to a lack of motivation for challenging tasks, difficulty focusing, and increased boredom. An inability to focus can also be attributed to less dopamine and norepinephrine. These neurotransmitters are associated with focus and attention, and having fewer of them in the brain means that students with ADHD frequently struggle to pay attention.
That being said, each form of ADHD impacts students differently. There are three major types of ADHD: predominantly inattentive, predominantly impulsive and hyperactive, and a combined presentation. Individuals are diagnosed based on the intensity of these symptoms. The inattentive individual may not experience a significant amount of hyperactivity but will be distracted and struggle to stay focused. This type of ADHD can affect learning by providing countless distractions to the student and keeping them from paying attention or following directions. The hyperactive-impulsive individual will, as the name suggests, experience extreme hyperactivity; those with this type of ADHD in school will struggle to wait their turn and often interrupt others. Finally, the combined type is the most common version of ADHD, where traits from both inattentive ADHD and hyperactive and impulsive ADHD combine. This increase in the number and intensity of symptoms results in heightened struggles in the classroom: a lack of focus, inability to sit still, and social struggles create a difficult state to learn and operate in. All in all, each type of ADHD presents its unique hardships and advantages, however, by working to understand and support those with the condition, we can make ADHD in school a little less intimidating.
What does ADHD look like in the classroom?
As discussed, ADHD in school can present itself in countless ways. Those with ADHD have lower levels of two neurotransmitters in the brain, dopamine, and norepinephrine, which regulate motivation and alertness. This difference in brain chemistry is a huge reason for many of the symptoms of ADHD, as they impact one’s ability to pay attention and stay focused. Those who display inattentive symptoms might make mistakes that seem careless to others, lose materials frequently, have lots of unfinished work, and become easily distracted. On the other hand, students who experience symptoms on the hyperactive and impulsive side may fidget, play loudly, exhibit impatience, talk and interrupt frequently, have difficulty staying seated, and even run or climb in inappropriate situations. With support from parents and trusted adults, students can work through potential feelings of low self-esteem and fear of being judged, working to prevent what might have become years of insecurities and lack of self-confidence. Therapy for children with ADHD, which is a service often offered by public schools, can be hugely beneficial as well.
Psychology Today writes that ADHD in school can be a struggle both academically and socially. Because many ADHD symptoms, such as restlessness and difficulty following directions, are similar to traditional behaviors in young children, it can be harder to separate age-appropriate behaviors from ADHD symptoms in children. Especially for students at this age, failure to finish work and difficulty paying attention when being spoken to are struggles that often result in subpar academic performance. When these habits begin at a young age, and educators and parents fail to help students work with these difficulties, ADHD in the classroom can lead to worse behaviors with more academic consequences in the future. According to the Attention Deficit Disorder Association, ADHD’s impact on one’s executive function is a key factor in explaining why 25-40% of students with ADHD have major reading and writing difficulties like dyslexia. Although ADHD is not a cause of learning differences, the focus-related challenges the disorder may present (due to lower levels of dopamine and norepinephrine in the brain) can have a heavy impact on a student’s ability to learn. ADHD negatively affects learning by enhancing the already difficult struggles of those with learning differences.
According to Medical News Today, a primary symptom of ADHD is problems with working memory, meaning executive functions like problem-solving and time management can be difficult. Additionally, more stimuli may be needed to create motivation to execute tasks. This translates to struggles with organizational and planning skills for those with ADHD in school, which may enhance already present difficulties in the learning process. Additionally, impulse control in individuals with ADHD may cause social differences. When the thalamus, which sends messages to the prefrontal cortex (the brain region in charge of executive function), does not work properly, excessive talking and interrupting can hinder social connections. Impulsivity and a short attention span mean that individuals with ADHD may not intentionally interrupt their peers, yet might do so due to their ADHD. As this action is generally seen as socially unacceptable, forming friendships or even camaraderie with others may prove more difficult with these ADHD traits. Those with high functioning ADHD may not show symptoms or be impacted by the disorder on a daily basis. Procrastination, trouble sitting still, often forgetting dates, and being easily distracted are all symptoms of high functioning ADHD. These individuals might be better at hiding their difficulties, and may also have developed useful methods of coping with their symptoms. Despite this, individuals with high functioning ADHD are still prone to struggling and deserve the same support that other patients receive. All these difficulties could be overcome with the right diagnosis and assistance from teachers, parents, and mental health professionals.
Common Misconceptions About ADHD
The Child Mind Institute reviews various misconceptions that may be associated with ADHD. Many assume that ADHD is only a disorder that happens in children, and is something that can be grown out of. While it does change as the individual develops, it will not disappear. However, developing strong coping mechanisms and strategies to overcome potential difficulties – especially with the use of therapy for children with ADHD – can help individuals learn to thrive with their ADHD. The assumption that children who are not hyperactive do not have ADHD is also common. While hyperactivity can be a huge indicator for some individuals with ADHD, it’s also only part of one of the presentations of ADHD. Those who display a hyperactive presentation will be fidgety and impulsive, while the other presentation is characterized by inattentiveness and executive functioning difficulties. These individuals may not display hyperactivity, despite having ADHD. Many may also think that only boys can be diagnosed with ADHD, but while twice as many boys are diagnosed with ADHD than girls, both genders are very much able to have the disorder. In children, boys are generally more likely to display hyperactive characteristics than girls, and these more noticeable symptoms are easier to spot and diagnose at such a young age. Girls generally display inattentive symptoms, which may be harder to identify as ADHD.
Many also believe that ADHD is a detrimental disorder. However, there are always positives to a situation, and ADHD is no exception. Medical News Today writes that despite the tendency to struggle to stay focused, a state of hyperfocusing also exists, in which the individual is able to focus for hours on end – usually for tasks that are enjoyable or interesting. This state of focus can be extremely beneficial for students, as it can help with quick and thorough completion of work. Additionally, those with ADHD are often very creative, strong conversationalists, and have high energy levels. In the classroom, creativity helps students not only with artistic pursuits, but also with problem solving skills and the ability to think outside of the box. The ability to hold a strong conversation can help in forming bonds with peers as well as adults, and high energy levels are great for staying energized and potentially more motivated throughout the day. Finally, teachers observe resilience in a high number of students with ADHD. Working with the difficulties of ADHD every day, and overcoming these struggles over time, instills a strong sense of persistence in the student, a characteristic that is beneficial in every setting.
How to Support Your Student with ADHD
Parents and guardians at home are a wonderful resource for students with ADHD to find help and support with struggles they may be going through. Children with ADHD may develop lower self-esteem and develop a fear of being judged because they may be perceived as different from their peers. Providing a safe environment for your child to explain their feelings can be a great start, as well as fully understanding ADHD’s effect on your child. As Kids Health recommends, parents should set clear expectations and discipline with purpose and warmth – two actions that provide clear structure and attempt to avoid room for error. A stable home learning environment and positive interactions at home are important in order to nurture a child with ADHD. In the classroom, engaging lessons will help keep easily distracted students more focused, and fostering positive social interactions will aid students with ADHD in finding friends – a task that might be more difficult to accomplish due to the student’s perceived differences.
Treatment for ADHD
It’s important to properly identify and diagnose disorders, especially in students, as soon as possible, whether that’s ADHD or another underlying disorder. Based on patterns and indications of certain mental health differences, getting a proper analysis and diagnosis from a mental health professional is essential to a student’s well-being. Not only does ADHD in the classroom impact the ability to learn and improve, but ADHD in school and on the playground can have a strong influence on the development of student’s social and emotional development. Children who struggle without getting help – both academically and socially – can develop unhealthy behaviors that become continuously worse over time. Identifying and properly treating the correct disorders sooner rather than later will be beneficial for student health in the long run, as this provides time to figure out how to learn with ADHD in the classroom.
According to the CDC, structure, engaging lessons, a stable home learning environment, and positive social interactions are all factors that parents and teachers can focus on. Parents should also advocate for their child with their student’s educators, whether that looks like fighting for the rights to a special ed program, better resources to support their student, or simply more empathy and consideration for their student’s ADHD in the classroom. Additionally, basic help with organizational and planning skills, which students with ADHD often struggle with, can help instill a feeling of control in the student’s own life and will set them up for success in the future. ADHD worksheets can be a useful tool to overcome planning difficulties, as they may initiate a sense of organization the student might struggle to find otherwise. Medical News Today also states that stimulants like methylphenidate and amphetamines, which increase dopamine and norepinephrine, as well as non-stimulants like antidepressants and blood pressure medications, can help balance brain chemicals responsible for controlling attention and impulses. These common medications for ADHD may help students focus better in class.
Another common treatment for ADHD is therapy, which allows students to address their social, emotional, and behavioral struggles with a trusted professional. Therapy in children with ADHD can be especially beneficial in developing coping strategies early on in life, which can set students up for success in the long run. Behavioral therapy is a popular choice for students with ADHD, as small groups can help students practice and develop social skills that will help them successfully interact with others, and help them overcome the struggles of ADHD in the classroom. If you or a loved one are experiencing symptoms of ADHD or other mental health disorders, our passionate group of therapists here at Trust Mental Health is ready to help those looking for therapy in California. We are a diverse team that speaks a collective 17 languages, and we strive to provide a space that is safe and culturally understanding for our clients. Our services provide therapy for children as well as adults. We encourage our readers to take the first step in learning more about our services and finding a great therapist today.
Key Points
ADHD is a disorder that impacts an individual’s ability to focus, as well as their impulsivity control.
In the classroom, ADHD can make it difficult for the student to stay focused, sit still, stay on task, and even have basic social interactions.
Parents, teachers, and therapists should collaborate and work on the most effective ADHD treatment.
FAQs
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Although they may seem like different acronyms, ADHD and ADD have the same meaning. ADD stands for Attention Deficit Disorder, which is simply a shorter and slightly outdated version of ADHD, which stands for Attention-Deficit/Hyperactivity Disorder. Some may use the acronym ADD to describe the presentation of ADHD characterized by inattentiveness (in contrast to the hyperactive and impulsive presentation).
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Most children should not be affected by ADHD-related stimulant medications. Some might think that children will become moody, sedated, or irritable as a result of taking ADHD medication, but these side effects are usually the result of a wrong dosage or the wrong medication being prescribed. If side effects like these do occur, it’s recommended to consult a medical professional and switch medications or dosages. For the small percentage of children who do have side effects like moodiness, despite taking the correct dosage and type of medication, other treatment should be considered, such as non-stimulant medications.
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Nope! Although it may seem that children who struggle to follow directions and frequently act out have not been taught to behave properly, these behaviors are simply a result of differences in the way their brain works. Neurodevelopmental differences are factors that parents must learn to adapt to, and parental guidance is essential in teaching children with ADHD to manage their behavior: clearly stating rules, praising good behavior, and demonstrating correct behavior are all ways that parents can nurture their child and teach them to live with their ADHD. This behavioral treatment is something that can be beneficial both at home and in school.