Primary school-usually with just one teacher and being a structured and orderly environment-often provides more stability for the child with ADHD. However, towards the end of primary school, when the work is getting harder, the transition to secondary school can seem quite daunting for these children. The reasons for this include not only the academic work but, in particular, the demands placed on a child in relation to planning, organisation and time management.
It is a major challenge for the child with ADHD to be organised enough to get to the right classroom with the right books at the right time. The form tutor or special needs teacher can really help in this situation by working with the child, by looking at his timetable, planning the week and ascertaining exactly which books are necessary on which days, as well as reminding and encouraging him to carry all his books in his bag so that he does not forget them.
These children can also have difficulties adjusting to the change of routine and the change of friendships. A coach or mentor can help to ease these changes and provide support at breaktimes.
It is useful for primary school teachers to liaise with their secondary school colleagues prior to transfer of the child with ADHD. Arrange a meeting or a phone call at the time of the transfer of child’s records. The primary school teacher can then outline the sort of strategies that have been most effective, and highlight the likely areas where difficulties could arise at the new school.
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