ADHD in the classroom
ADHD in the classroom aims to provide an overview of causes, characteristics of ADHD, forms of treatment and some of the many effects ADHD has on the learning process and experiences of students with ADHD. Hopefully, after reading this, teachers, parents and also healthcare providers will be more armed to recognise symptoms of ADHD in the school setting and deal with them appropriately.
Symptoms of ADHD in the classroom
Students with ADHD show many different symptoms, also depending on the type of ADHD. Overexcitability is an example, so is being easily distracted, as are being dreamy, problems with concentration, and especially underachievement. The symptoms vary, both in intensity and in the way they are visible. In some pupils we see more inattentiveness, while others are more impulsive or hyperactive. And within these types, very different symptoms may manifest themselves. For instance, pupils with ADHD and giftedness deal with it very differently.
Treatment forms of ADHD
Treatment of ADHD can include psychoeducation, concrete counselling, for some psychotherapy and also medication. Scholars often take ADHD medication during classes, studying and exams. Higher education students can often limit this medication use to studying and exams. They are able to do this because of a stronger interest in their subject and increased self-discipline and motivation. Many secondary and higher schools already have their own ADHD working group and take extra measures. What is important is an individualised approach that also involves parents in the approach. Schools often use different approaches with their students with ADHD in the classroom. For example, some schools give extra structure, clearer instructions, classroom adjustments, more time for exams or a low-stimulation environment with headphones. The ADHD book ‘ADHD in the classroom’ by Anton Horeweg contains practical practices for teachers to address this.
The effect on learning performance
ADHD usually has a severe impact on learning itself, on students' motivation, interest and school performance. Instructions are harder to follow with ADHD, tasks are made less or not completed, books are forgotten and notes get lost. Symptoms such as concentration problems or impulsivity, for example, ensure this. In the classroom, ADHD can lead to challenges for both the student with ADHD, other students and the teacher.
Objectives
Increase knowledge about ADHD: good knowledge among teachers and students and fellow students about ADHD and about the severe impact ADHD can have. Both on learning itself and on the state of mind of the (fellow) student with ADHD. Misunderstandings or blame can thus be avoided in a learning environment that becomes more helpful and understanding.
Recognition of strengths: extra efforts should be made, more than with other pupils, to highlight the strengths of pupils with ADHD. This boosts self-confidence and motivation. Also encouraging the unique talents of the pupil with ADHD, e.g. his or her creativity, his or her out-of-the-box thinking.
Psychologists
Jan Schrans
Approval Numer: 641104942 jan.schrans@gmail.com
Sabine Vranken
Approval Number: 692109216 psysabinevranken@gmail.com
SCHRANS Jan
