Written by: Zeenat Hatami
Edited by: Taina Stuart
Characterized by persistent inattention, impulsive behaviors, and hyperactivity, Attention-Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that presents itself as a challenge within classrooms, as it shapes the academic journeys of school-aged children. The number of children in the United States affected by ADHD is roughly estimated to be 9.8%, or 6 million, ranging from ages 3-17 (Centers for Disease Control and Prevention, 2022). ADHD not only affects how a child functions within an academic environment, but also the child's peer relationships and self-esteem. As educators and caregivers strive to support these children, understanding the multifaceted impacts of ADHD becomes paramount, shaping not only academic outcomes but also social dynamics and personal confidence.
What strategies can be used to improve teachers' knowledge about ADHD and better support students with the condition? Improved knowledge about ADHD is crucial, and can allow for more appropriate support for children with ADHD in schools. This is further explained in a study done by McDougal et al. (2022): “For example, Ohan et al. (2008) found that teachers with high or average ADHD knowledge were more likely to perceive a benefit of educational support services than those with low knowledge, and teachers with high ADHD knowledge were also more likely to endorse a need for, and seek out, those services compared to those with low knowledge.” Furthermore, when interviewing teachers on their interventions and strategies used in classrooms to assist students with ADHD, teachers primarily talked about behavioral based strategies to manage hyperactivity – such as allowing students to move around the classroom, and using rewards to minimize distractions – but this also meant there was a lack of teachers attempting to implement cognitive based strategies – such as visual aids, flexible seating arrangements, and active learning strategies – to address the cognitive difficulties children with ADHD experience which can dampen their academic performance.
The importance of psychoeducation is also emphasized for school teachers to better understand ADHD. Psychoeducation is an evidence-based therapeutic intervention, and at its core, focuses on education playing a role in emotional and behavioral change. Psychoeducation can broaden an individual's perception and understanding, fostering self-efficacy. Incorporating psychoeducation into classrooms can be advantageous as teachers become equipped to identify, address, and alter specific behaviors, improving social behavior and nurturing socio-emotional coping abilities among students. Psychoeducation acknowledges that students facing difficulties can benefit from developing self-awareness and understanding. The objective is to assist such students in gaining insight into their emotions and behaviors.
Another problem students with ADHD face is the stigmatization of the disorder label itself. This can lead to peer rejection and difficulties maintaining positive social relationships. In a study conducted by Law et al. (2007) on whether diagnostic labels make a difference regarding a child’s attitude towards a peer with ADHD, the results were surprising. 11-12 year olds read vignettes describing the behavior of a child with ADHD symptoms, and when asked to choose adjectives to best describe the child, all negative adjectives were chosen. “Careless,” “lonely,” “crazy,” and “stupid,” for example. Diagnostic labels make it difficult for the child to differentiate themselves from the stereotypes and biases surrounding ADHD. Both peers and teachers are vulnerable to biased perceptions about students with ADHD, labeling them as lazy, troublemakers, or distractions. It can be ostracizing to a child, which is devastating to their self-esteem and confidence. In confronting the pervasive stigma surrounding ADHD, it becomes evident that combating misconceptions and fostering empathy are crucial steps toward creating inclusive environments where all students can thrive academically and socially.
Ultimately, children with ADHD face many challenges in the classroom, ranging from insufficient support to combat behavioral and cognitive difficulties, to the stigma surrounding the diagnostic label itself. School administrators should better equip teachers with the proper knowledge and resources in order to properly support students with ADHD, allowing them to flourish both academically and socially. Additionally, addressing misconceptions and stereotypes about ADHD among peers can help reduce the stigma associated with the condition in order to create a more inclusive and accepting learning environment. By taking proactive steps to address the unique needs of children with ADHD, schools can truly embody the principle of equity in education and ensure that every child has the opportunity to succeed.
References:
Centers for Disease Control and Prevention. (2022, August 9). Data and statistics about ADHD. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/adhd/data.html.
Law, G. U., Sinclair, S., & Fraser, N. (2007). Children’s attitudes and behavioural intentions towards a peer with symptoms of ADHD: Does the addition of a diagnostic label make a difference? Journal of Child Health Care, 11(2), 98–111. https://doi.org/10.1177/1367493507076061
McDougal, E., Tai, C., Stewart, T. M., Booth, J. N., & Rhodes, S. M. (2022). Understanding and supporting attention deficit hyperactivity disorder (ADHD) in the primary school classroom: Perspectives of children with ADHD and their teachers. Journal of Autism and Developmental Disorders, 53(9), 3406–3421. https://doi.org/10.1007/s10803-022-05639-3
Ohan, J. L., Cormier, N., Hepp, S. L., Visser, T. A. W., & Strain, M. C. (2008). Does knowledge about attention-deficit/hyperactivity disorder impact teachers’ reported behaviors and perceptions? School Psychology Quarterly, 23(3), 436–449. https://doi.org/10.1037/1045-3830.23.3.436.
The Psychoeducational Teacher. (2010, October 22). What is psycho-education? Blogspot.com. https://thepsychoeducationalteacher.blogspot.com/2010/10/what-is-psycho-education.html.
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