Children with ADHD can be very frustrating, demoralising, and unrewarding to teach. What works today may not work tomorrow. Teachers need a great deal of support in dealing with such children. They may be the most difficult child in their class and make even them feel inadequate and frustrated at times. Children with ADHD may ‘fail’ even the best teaching strategies, in the same way that they may ‘fail’ the best parenting strategies.
Children with ADHD are more vulnerable to bullying because of their impulsiveness and their poor social skills. They are also more likely to be bullies, especially if they have problems with oppositional and conduct-disordered behaviour. Having the correct educational strategies can help soften some of these behaviours and make life much easier for teacher and child. Often, only very slight changes in approach can make a huge difference.
Frequently, when a child changes school or changes teacher, many of the oppositional, self-esteem and social skills problems rapidly improve. The teacher is crucial to the way in which a child succeeds and the most important factor is teacher’s ability to empathise and relate to the child and enhance his/her self-esteem. In a negative environment, with a teacher who is excessively controlling, behaviour and especially self-esteem and social skills can rapidly worsen. In contrast, a teacher who is flexible, willing and committed, and who will put that extra bit of effort into a situation can make a very positive difference. Most of these changes do not cost anything.
People are often afraid of labels. Children with ADHD attract negative labels anyway. The labels of ADHD and its complications are constructive labels building a template to effectively help the child.
In any child who is excluded, who is being considered for placement in EDD school or pupil referral unit, who is significantly inattentive or daydreaming, or who is receiving special educational needs support, in part because of concentration pr behavioural difficulties, the possibility of ADHD should be considered. If there is any significant likelihood of this, a comprehensive assessment by a paediatrician or psychiatrist with an understanding of the wide range of presentations and possible masking effects of ADHD should be done.
- Structure, routine, predictability and consistency
- Teaching should be interactive, innovative, fun and motivating
- Classroom setting is important, ADHD child seated near the front of the class with minimal distractions
- Set boundaries and limits for the child, both in the classroom and playground
- Repeat instructions and directions frequently
- Help their concentration
- Praise and review appropriate behaviour and achievements
- Reprimand or punish very carefully
- Don’t under-estimate how uncomfortable school can be for a child with ADHD
- Ask the child for their ideas
- Be aware of problem situation
- Accommodate skills difficulties
- Protect and enhance self-esteem
- A teacher’s unprejudiced comments are vital for evaluation and monitoring of progress, especially before and after medical assessment.
- Even with the best laid plans, there are always instances when the child with AD/HD cannot conform. School can be a hostile place for a child with AD/HD.
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