Issue 14: ADHD, Executive Function Challenges, and Behavioral Challenges in the Classroom | Cindy Goldrich

Approximately one-third of people with dyslexia also have Attention-deficit/hyperactivity disorder (ADHD). ADHD is a neurodevelopmental disorder affecting 10% of school-aged children. Children with ADHD often struggle with Executive Functions, which are cognitive processes that control and regulate other mental functions, such as working memory, time management, organization, goal setting, task initiation, and impulse control. Executive functions are essential for academic success and daily life. Executive Dysfunction can negatively affect students' ability to engage in class, participate in group activities, complete homework assignments, and succeed in the classroom. In addition, the behavior of children with ADHD can also be challenging for educators to manage.

Teachers and related professionals want to help children but don't always have the necessary knowledge or resources.

I have provided professional development in schools across the country for over a decade, and the response has been amazing. Teachers, SLPs, OTs, and counselors all want more tools and strategies to help students thrive. But what has made the greatest impact is when parents and professionals understand the social and emotional impact that ADHD and Executive Function challenges have on learning, motivation, behavior, and the family system. While there is no shortage of organizational and time management techniques, we need to help students understand why their previous methods have not worked for them and how to choose or design strategies that will work for their unique learning style.

We also need to help students learn the tools of self-advocacy and create an environment where they can safely share their fears and doubts while also learning to appreciate how their own behavior impacts others. This can best be accomplished when all involved share a common approach to managing conflicting needs and concerns.

Here are some strategies that teachers can use to support students with ADHD in the classroom:

Children with ADHD and Executive Dysfunction often struggle with unpredictability and need a structured and predictable environment to feel comfortable and focused. Teachers and parents can create a predictable routine by having set times for transitions, assigning tasks and responsibilities, and providing clear expectations for behavior and academic performance.

These same children often have difficulty retaining information and following through on tasks. Teachers and parents can use visual aids such as calendars, lists, and diagrams to help students keep track of assignments, schedules, and reminders.

Physical activity can help students release excess energy, improve focus, and regulate behavior. We can incorporate physical activity into all of our daily routines, such as taking breaks for stretching, running, or playing games.

Students often benefit from having an IEP or a 504 plan. But even without those formal accommodations, there are many things parents and teachers can do to support students. Teachers can adapt lessons to accommodate students by breaking assignments into smaller, manageable steps, providing clear instructions, and offering extra support. Parents can adjust expectations while their children are learning to manage complex tasks such as cleaning their room or helping with certain chores.

Children with Executive Dysfunction often struggle with social skills and may have difficulty forming positive relationships with peers. Teachers can promote positive relationships by encouraging teamwork, setting up small groups for class projects, and facilitating discussions about emotions and empathy. They will need to keep in mind students existing relationships and comfort with working with those they may not know as well. Parents can work with other parents to orchestrate play dates and help their children join new activities. Sometimes parents may need to stick around longer to help facilitate a successful transition to new and different situations.

Teachers and parents can offer support by acknowledging their strengths, being positive and encouraging, and providing positive reinforcement for good behavior.

In addition to these strategies, teachers can also work with parents, healthcare providers, and other professionals to provide a comprehensive support system for children with ADHD and Executive Dysfunction. Teachers can communicate with parents about their child's progress, share information about their behavior and academic performance, and coordinate interventions and accommodations as needed. Parents can share their concerns and suggestions during Parent-Teacher meetings and brief emails.

In conclusion, ADHD, Executive Function, and behavioral challenges in the classroom can be challenging for children, but they can succeed academically and socially with the right support and strategies. Teachers play a critical role in helping children with ADHD manage their behavior, improve their executive function skills, and succeed in the classroom. By providing structure, support, and accommodations, teachers can help children with ADHD reach their full potential and overcome their challenges. Parents can offer tremendous support and insights by collaborating with teachers and related professionals regarding how their children are responding to school and home.

Cindy Goldrich, Ed.M., ADHD-CCSP, is a Mental Health Counselor, ADHD/Executive Function Parent Coach, Teacher Trainer, and Coach Trainer. She supports parents, educators, and other professionals in addressing the social and emotional impact ADHD & Executive Functioning have on learning, motivation, behavior, and the family system.

As the Founder of PTS Coaching, LLC, she developed courses for parents and professionals. Continuing Education credits may be earned from ASHA, AOTA, NBCC, and ICF. She is the creator of the CALM & CONNECTED: PARENTING CHILDREN AND TEENS WITH ADHD/EXECUTIVE FUNCTION CHALLENGES workshop series.

She is the author of 8 KEYS TO PARENTING CHILDREN WITH ADHD, a concise, easy-to-read “crash course” for parents of children with ADHD based on her CalmConnected coaching model. She is the co-author of ADHD, EXECUTIVE FUNCTION & BEHAVIORAL CHALLENGES IN THE CLASSROOM, an invaluable resource for all classroom teachers full of real, practical, and powerful insights, tools, and activities

BUY BOOK: 8 Keys to Parenting Children with ADHD

Parenting children with ADHD, whether diagnosed or undiagnosed, can be challenging and complex. But just as a child who struggles with reading can learn to decode words, children with ADHD can learn patience, communication, and solution-seeking skills to become more confident, independent, and capable. This book, rich with optimism, tips, tools, and action plans, offers science-based insights and systems for parents to help cultivate these skills.