Before looking at how ADHD (Attention-Deficit/Hyperactivity Disorder) affects learning, it’s essential to recognise how the neurological implications of ADHD can influence a child’s access to education.
To gather a real perspective of the size of our ADHD community, “There are 2.6 million people in the UK with ADHD (708,000 children, 1.9m adults) giving a childhood ADHD incidence rate of 5% and an adult ADHD incidence rate of 3-4%.” ADHD UK – https://adhduk.co.uk/adhd-incidence/
You may know someone with ADHD, or be related to an ADHDer (as they are known). It would undoubtedly help all of us to understand the implications of living with this condition.
How Does ADHD Affect Learning?
The brain is our nerve centre, the force that controls our actions. For a non-ADHD brain, mechanisms tend to work in an orderly, smooth fashion.
The ADHD brain can be more chaotic. It might be likened to a disorganised classroom where children are talking or out of their seats. The impending disorganisation makes it impossible for a teacher to teach.
A teacher would inevitably strategise to organise the class, but an ADHDer won’t know techniques to recalibrate the brain into order.
This organisational part of the brain relates to our executive functioning skills, needed to function effectively, manage tasks, control thoughts and concentrate. Due to their neurology, an ADHDer’s functioning can result in the following:
- Concentration issues
- Impulsivity
- Organisation difficulties
- Challenges with retaining information
- Emotional dysregulation
- Ineffective Management
- Restlessness
How to Support an ADHD Child
When a child with ADHD feels understood, it becomes easier to build a rapport and support them effectively. Grasping an ADHDer’s needs will help clarify what support is required at school/home. Some effective strategies could include:
- Class seating plans with the fewest distractions
- Breaks to assist regulation
- Scaffolded tasks
- Checks to ensure focus
- Use of visuals/planners/organisers/lists
- Concise note-taking strategies
- Good parent/teacher/pupil communication links
- An organised workspace at home
- A homework routine
- Lists of daily reminders at school/home
- Use of assistive technology
- Support with revision for assessments
- A regular space to discuss issues
If ADHD traits are spotted, a plan should evolve as soon as possible, to put strategies in place to help them work, stay on task and develop organisational skills.
If mutual concerns are agreed between the parent/school, an IEP (Individual Education Plan, also known as an ILP), can be established, allowing you to collaborate, setting targets to be regularly reviewed.
There is no “one size fits all” plan for an ADHD child; bespoke requirements only should be highlighted.
Finding the Right Path for Your Child
If you have concerns, approach your child’s school to get the ball rolling. Gauge their perspective, to consider if specific strategies could help.
Maria, who has a master’s in psychology, is mum to Archie, who was diagnosed with ADHD aged thirteen. She explains, “From early on, we noticed he had more energy than other children. However, at this point his learning was not at all impacted. Over time, we additionally noticed his hyper-sensitivity to criticism. We spoke to his school who had no concerns as nothing was evident in the classroom. We eventually realised this was because at school he was ticking all the boxes by masking, learning and people pleasing, but then having meltdowns at home when he no longer had to hold it in.”
It is known that some ADHDers can skillfully hide their symptoms in an attempt to fit into neurotypical expectations. However, this process can lead to high levels of anxiety. At that point, no interventions were recommended for Archie.
“Our worries continued”, Maria added: “When in year 8, we asked his high school for an opinion. Initially, they had no concerns, but said they would monitor him for three months.”
“Other occurrences arose: Archie displayed increased anxiety and heightened restlessness during exams and was facing more learning challenges. Poor focus led him astray; now unable to keep up with work, he would sometimes join in with ‘silly’ behaviours in class, leading to sanctions. His school now agreed there were possible signs of ADHD and supported us with the paperwork that was required for an assessment.”
“His assessment found that he had ADHD on all counts and that his symptoms were very internalised as he had been masking, having been neurologically unable to manage.”
Medication is an option for an ADHD child. However, it is often recommended to implement lifestyle changes beforehand at home and school.
Maria continues, “Using the advice of an ADHD coach, we learnt how to react to Archie and help him manage symptoms such as impulsivity and disorganisation. It worked brilliantly.”
“Strategies at school were also implemented which were effective for most of Archie’s lessons. After three months, he began taking medication. Due to other health concerns, he was on an extremely low dose at first, with tiny increments made as he was closely monitored to ensure his body could cope. “
“His dose was administered over an eleven-month timescale; Initially, we noticed a slight, but immediate change in Archie. With each increase, he became less symptomatic.”
“In addition, one senior teacher in particular has mentored him since year eight, showing a great depth of understanding, providing another layer of support; this has helped so much.”
Finding a route with your ADHD child can be bumpy, with twists and turns. With the right professional support, lifestyle adjustments can improve symptoms. Medication can also be a game-changer, often known to significantly ease the experience of a child with ADHD, especially when in a school system designed primarily for children without neurodiversity.
Useful Websites:
https://www.adhdfoundation.org.uk/services-for-families/#:~:text=The%20ADHD%20Foundation%20Neurodiversity%20Charity%20supports%20parents%20and,which%20interventions%20and%20adaptations%20are%20right%20for%20them.
https://www.adhdcentre.co.uk/parent-support/
https://www.youngminds.org.uk/parent/parents-a-z-mental-health-guide/adhd/
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