Understanding ADHD
Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that presents significant challenges in learning. Affecting vital cognitive functions such as attention, focus and task completion, ADHD can interfere with a person’s ability to excel in a classroom setting (Abdelnour, Jansen, & Gold, 2022). However, with the right strategies and accommodations, children and adults with ADHD can reduce the impact of these hurdles and thrive in primary school, high school, and university.
The Breadth of ADHD Symptoms
Firstly, it is important to understand the breadth of ADHD symptoms. ADHD not
only affects attention and hyperactivity but also impacts emotion regulation, self-control and impulsivity, working memory, organisation, and time management (Daley & Birchwood, 2010). Recognising these complexities can help us identify personalised strategies and accommodations that are most beneficial for each ADHD learner.
Challenges in the Educational Journey
Primary School Challenges
Throughout the educational journey, ADHD’ers encounter a series of challenges that increase in complexity and impact over time. In primary school, we may grapple with physical dysregulation, causing difficulty in maintaining focus in a classroom setting and leading to potentially missed instruction that causes us to feel lost, confused and then disengaged (American Psychological Association, 2020).
High School Transition
The transition to high school increases the challenges with more complexity. Overwhelmed by academic requirements, we often struggle to display an adequate understanding of classroom content, resulting in test failures and feelings of incompetence. This does not mean we don’t know our stuff; it means we struggle to recall information, such as answers during exams. The ability to manage distractions and focus on extended projects also becomes increasingly complex (American Psychological Association, 2020).
University Challenges
In the university setting, ADHD’ers, accustomed to working in short, energised bursts, struggle to maintain focus and discipline over the course of the academic year (American Psychological Association, 2020). The struggle to manage distractions and stay organised in a heavily self-directed environment amplifies our ADHD difficulties.
Things that Help
Teachers can dramatically enhance the success of students with ADHD by breaking down assignments, providing clear instructions, reducing distractions, and offering organisational support. Furthermore, verbal feedback plays a significant role in keeping ADHD students motivated and engaged in the learning process.
At home, parents play an equally essential role. Maintaining consistency, setting schedules, breaking tasks into manageable portions, and providing regular encouragement are proven strategies for supporting children with ADHD. Being an integrated part of the child's treatment team is also invaluable (Mattingly, Wilson, & Rostain, 2017).
Tools and Resources for ADHD Learners
Talk-to-text software, visual planners, picture schedules, visual cues, and multimodal presentations can be game-changers for ADHDer’s. These tools translate to real-world skills, helping students and ADHDer’s in general, to manage their tasks and time effectively (Hoogman et al., 2017).
Lifelong Journey and Support
Keep in mind that ADHD is typically a lifelong journey. However, with the right treatment and support, people can develop effective coping strategies for difficulties and challenges. A collaborative approach involving parents, teachers, partners and healthcare providers forms a cohesive team of support for ADHD learners at any life stage. Treatments for ADHD typically involve medication, therapy, and personalised educational plans that address each person’s unique needs (Mattingly, Wilson, & Rostain, 2017).
Conclusion
In conclusion, while people with ADHD face varying challenges as they transition from primary school to high school and university, personalised interventions can help us ADHDer’s succeed.
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References
Abdelnour, E., Jansen, M. O., & Gold, J. A. (2022). ADHD Diagnostic Trends: Increased Recognition or Overdiagnosis? Missouri Medicine, 119(5), 467–473.
Daley, D., & Birchwood, J. (2010). ADHD and academic performance: why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom?. Child: care, health and development, 36(4), 455–464.
Hoogman, M., Bralten, J., Hibar, D. P., Mennes, M., Zwiers, M. P., Schweren, L. S. J., van Hulzen, K. J. E., Medland, S. E., Shumskaya, E., Jahanshad, N., Zeeuw, P., Szekely, E., Sudre, G., Wolfers, T., Onnink, A. M. H., Dammers, J. T., Mostert, J. C., Vives-Gilabert, Y., Kohls, G., Oberwelland, E., … Franke, B. (2017). Subcortical brain volume differences in participants with attention deficit hyperactivity disorder in children and adults: a cross-sectional mega-analysis. The Lancet. Psychiatry, 4(4), 310–319.
Mattingly, G. W., Wilson, J., & Rostain, A. L. (2017). A clinician’s guide to ADHD treatment options. Postgraduate medicine, 129(7), 657–666.
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