Neurodivergence: ADHD

Abstract

The purpose of our collaborative research is to explore how teachers can help a student with ADHD become more accountable for their learning as they progress through their education career. A child with ADHD can be identified as having “a persistent pattern of inattention and/or hyperactivity–impulsivity that interferes with functioning or development” (CDC, 2022). Findings suggest that the earlier, in school, a teacher can identify the symptoms of ADHD in a student, the more successful a student is across their education career (DuPaul, 2014). With early identification teachers can work with their students with ADHD to identify strengths and weaknesses in terms of their learning and start to introduce appropriate intervention strategies. As the student progresses through their education career teachers can also work with the student to develop the necessary hard and soft skills to advocate for themselves and for their learning needs as they gain more independence in school. Knowing what accommodations they are entitled to, what works for them, and being able to communicate their needs is vital, especially at points of change and as they leave public schooling and enter post-secondary. Our recommendations will help educators as they learn to support their students with ADHD to help them be successful, not just within the classroom but across their schooling and beyond.