Tag praise

Supporting Children with ADHD in Schools: Strategies for Educational Success

Attention-Deficit/Hyperactivity Disorder (ADHD) affects many children and can present challenges in educational settings, including difficulties with focus, organization, and emotional regulation. However, with proper support, schools can play a crucial role in helping children with ADHD thrive academically and socially. This article outlines evidence-based strategies that educators and administrators can implement to support children with ADHD in achieving educational success.

1. Provide Structured and Predictable Routines

Children with ADHD benefit from consistent routines that reduce uncertainty and help them focus.

• Why it works: Predictable schedules minimize distractions and promote self-regulation (Barkley, 2021).

• Implementation: Schools can use visual schedules, consistent class routines, and clear transitions between activities. Providing a daily agenda at the beginning of the day can help students anticipate tasks and prepare mentally.

2. Use Individualized Education Plans (IEPs) and 504 Plans

For students with ADHD, accommodations through IEPs or 504 Plans can address their unique needs.

• Why it works: These plans allow for tailored interventions, helping students access the curriculum effectively (DuPaul & Stoner, 2014).

• Implementation: Accommodations may include extended test time, preferential seating, or modified assignments to reduce cognitive overload.

3. Incorporate Movement Breaks

Frequent physical activity helps children with ADHD regulate their energy and improve focus.

• Why it works: Research shows that movement increases dopamine levels, enhancing attention and motivation (Halperin et al., 2020).

• Implementation: Integrate short movement breaks, such as stretching, walking, or classroom yoga, between lessons. Schools can also provide fidget tools or standing desks for students who struggle with sitting still.

4. Offer Clear and Concise Instructions

Children with ADHD often struggle with processing lengthy or complex directions.

• Why it works: Simplifying instructions reduces cognitive strain and helps students stay focused (Zentall, 2015).

• Implementation: Use step-by-step directions, written instructions, and visual aids. Check for understanding by having students repeat instructions back to the teacher.

5. Provide Positive Reinforcement

Reinforcing positive behavior can motivate students with ADHD to stay on task and meet expectations.

• Why it works: Positive reinforcement fosters a growth mindset and builds self-esteem (Millichap, 2021).

• Implementation: Use praise, reward systems, or token economies to celebrate small successes. Focus on effort and improvement rather than solely on outcomes.

6. Create an ADHD-Friendly Classroom Environment

A well-structured and minimally distracting classroom can help students stay focused.

• Why it works: Environmental adjustments reduce sensory overload and support sustained attention (Pfeiffer, 2022).

• Implementation: Use organizational tools like color-coded folders, labeled bins, and clutter-free desks. Position students away from high-traffic areas and provide quiet zones for focused work.

7. Teach Executive Function Skills

Children with ADHD often need support developing skills such as time management and organization.

• Why it works: Strengthening executive function helps students manage their workload and responsibilities (Zelazo & Lyons, 2012).

• Implementation: Introduce tools like planners, checklists, and digital calendars. Teach students to break down assignments into smaller steps and set achievable goals.

8. Foster Open Communication with Families

Collaboration with parents ensures consistency in strategies used at home and school.

• Why it works: A team-based approach improves problem-solving and creates a unified support system (DuPaul et al., 2011).

• Implementation: Schedule regular parent-teacher conferences, send home progress reports, and maintain open lines of communication via email or apps.

9. Provide Social-Emotional Support

Children with ADHD often face challenges with peer relationships and emotional regulation.

• Why it works: Social-emotional learning (SEL) programs improve self-awareness, empathy, and interpersonal skills (Elias et al., 2015).

• Implementation: Incorporate SEL lessons into the curriculum and provide access to school counselors for emotional support. Use role-playing activities to teach conflict resolution and social skills.

10. Leverage Technology

Technology can help students with ADHD stay organized and engaged in their learning.

• Why it works: Digital tools cater to diverse learning styles and help students track tasks and deadlines (Radesky et al., 2020).

• Implementation: Use apps like ClassDojo for behavior tracking, Google Calendar for scheduling, or gamified learning platforms to maintain engagement.

Schools have a vital role in supporting children with ADHD by creating inclusive environments, providing individualized accommodations, and teaching skills that foster independence. Through structured routines, positive reinforcement, and open communication with families, schools can empower children with ADHD to succeed academically and socially.

This article was written by John S. Collier, MSW, LCSW. Mr. Collier has over 25 years experience in the social work field. He currently serves as the executive Director and outpatient behavioral health therapist through Southeast Kentucky Behavioral health based out of London Kentucky. John may be reached by phone at 606-657-0532 extension 101 or by email at [email protected].

References

• Barkley, R. A. (2021). Taking Charge of ADHD: The Complete, Authoritative Guide for Parents. Guilford Press.

• DuPaul, G. J., & Stoner, G. (2014). ADHD in the Schools: Assessment and Intervention Strategies. Guilford Publications.

• DuPaul, G. J., et al. (2011). Home-school collaboration in ADHD management. School Psychology Review, 40(4), 494-512.

• Elias, M. J., et al. (2015). Promoting Social and Emotional Learning: Guidelines for Educators. ASCD.

• Halperin, J. M., et al. (2020). Physical activity intervention improves sustained attention and executive functioning in children with ADHD. Journal of Attention Disorders, 24(10), 1408-1415.

• Millichap, J. G. (2021). Attention Deficit Hyperactivity Disorder Handbook: A Physician’s Guide to ADHD. Springer.

• Pfeiffer, S. (2022). Routines for children with ADHD: Why they matter and how to build them. Psychology Today.

• Radesky, J., et al. (2020). Digital technology and ADHD: Benefits and risks. Pediatrics, 145(S2), S157-S162.

• Zentall, S. S. (2015). Environmental support for children with ADHD. Behavioral Interventions, 30(3), 153-164.

• Zelazo, P. D., & Lyons, K. E. (2012). Mindfulness training in childhood. Developmental Psychology, 48(5), 1023-1031.

Helping Your Child Learn to Focus with ADHD

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that can make it challenging for children to focus on tasks, complete assignments, or stay organized. While ADHD presents unique challenges, parents can adopt effective strategies to help their child build focus and self-regulation skills. Below are research-backed techniques to support children with ADHD in learning how to focus.

1. Establish a Routine

Children with ADHD thrive on structure and predictability. Creating a daily schedule helps reduce distractions and provides clear expectations.

• Why it works: Routines help children anticipate what comes next, reducing anxiety and impulsivity (Pfeiffer, 2022).

• How to implement: Use visual schedules, timers, and reminders to organize daily activities, including homework, chores, and free time.

2. Break Tasks into Smaller Steps

Long or complex tasks can feel overwhelming for children with ADHD. Breaking assignments into smaller, manageable steps can increase focus and reduce frustration.

• Why it works: Research shows that smaller tasks are less intimidating and allow for frequent moments of accomplishment, reinforcing motivation (Barkley, 2021).

• How to implement: Use checklists or break down projects into timed segments, focusing on one step at a time.

3. Create a Distraction-Free Environment

An organized and distraction-free workspace can significantly improve a child’s ability to concentrate.

• Why it works: Reducing visual and auditory distractions supports sustained attention and task completion (Zentall, 2015).

• How to implement: Set up a dedicated workspace away from televisions, phones, or other distractions. Use noise-canceling headphones if needed.

4. Incorporate Physical Activity

Physical activity can help children with ADHD release pent-up energy and improve cognitive function.

• Why it works: Exercise has been shown to enhance attention and executive functioning in children with ADHD (Halperin et al., 2020).

• How to implement: Incorporate regular breaks for movement, such as stretching, jumping jacks, or a quick walk.

5. Use Positive Reinforcement

Children with ADHD respond well to positive reinforcement when they demonstrate desired behaviors.

• Why it works: Praise and rewards can encourage focus by associating effort with positive outcomes (Millichap, 2021).

• How to implement: Provide specific praise for focused behavior, such as, “Great job working on your math problems for 10 minutes without getting distracted!”

6. Teach Self-Regulation Techniques

Teaching mindfulness and self-regulation strategies can help children recognize when they are losing focus and how to redirect their attention.

• Why it works: Mindfulness has been shown to improve emotional regulation and attention span in children with ADHD (Zelazo & Lyons, 2012).

• How to implement: Practice deep breathing exercises, guided meditation, or focus games like “Mindful Minute.”

7. Leverage Technology Wisely

While excessive screen time can worsen focus issues, using technology designed to aid organization and focus can be beneficial.

• Why it works: Tools such as time management apps or gamified educational programs can enhance engagement (Radesky et al., 2020).

• How to implement: Use apps like Forest or Todoist to encourage task management and accountability.

8. Communicate with Educators

Collaboration with teachers can ensure consistent strategies across home and school environments.

• Why it works: A team-based approach provides continuity in behavioral strategies and accommodations (DuPaul & Stoner, 2014).

• How to implement: Share strategies that work at home and ask teachers for regular updates about your child’s progress.

Supporting a child with ADHD requires patience, consistency, and tailored strategies. By implementing routines, breaking down tasks, creating distraction-free environments, and fostering self-regulation, parents can help their child develop the focus and skills necessary for success. Open communication with educators and professionals can further enhance these efforts, ensuring a supportive and cohesive approach.

This article is written by John S. Collier, MSW, LCSW. Mr. Collier has over 25 years experience in the social work field. He currently serves as executive Director and outpatient behavioral health therapist of Southeast Kentucky Behavioral Health based out of London Kentucky. Mr. Collier may be reached by phone at 606-657-0532 extension 101 or by email at [email protected].

References

• Barkley, R. A. (2021). Taking Charge of ADHD: The Complete, Authoritative Guide for Parents. Guilford Press.

• DuPaul, G. J., & Stoner, G. (2014). ADHD in the Schools: Assessment and Intervention Strategies. Guilford Publications.

• Halperin, J. M., et al. (2020). Physical activity intervention improves sustained attention and executive functioning in children with ADHD. Journal of Attention Disorders, 24(10), 1408-1415.

• Millichap, J. G. (2021). Attention Deficit Hyperactivity Disorder Handbook: A Physician’s Guide to ADHD. Springer.

• Pfeiffer, S. (2022). Routines for children with ADHD: Why they matter and how to build them. Psychology Today.

• Radesky, J., et al. (2020). Digital technology and ADHD: Benefits and risks. Pediatrics, 145(S2), S157-S162.

• Zentall, S. S. (2015). Environmental support for children with ADHD. Behavioral Interventions, 30(3), 153-164.

• Zelazo, P. D., & Lyons, K. E. (2012). Mindfulness training in childhood. Developmental Psychology, 48(5), 1023-1031.

Do I Act “Entitled”? A Teenager’s Perspective

In today’s world, the concept of “entitlement” is often associated with young people. But what does it really mean to be “entitled”? At its core, entitlement is a sense of deserving special treatment or privileges without necessarily earning them (Twenge & Campbell, 2009). While entitlement isn’t inherently bad, when unchecked, it can lead to negative behaviors and strained relationships. This article aims to help you, as a teenager, understand entitlement from your perspective and how it might impact your life.

 What is Entitlement?

Entitlement is a mindset where people believe they deserve certain rights or privileges without putting in effort or showing gratitude. It’s like expecting a reward without doing the work or expecting things to go your way just because you want them to. Psychologists Dr. Jean Twenge and Dr. W. Keith Campbell define it as “a stable and pervasive sense that one deserves more and is entitled to more than others” (Twenge & Campbell, 2009). This can sometimes show up as expecting praise for things that should be standard or demanding special treatment in different situations.

 Signs of Entitlement in Teenagers

According to psychologists, entitlement can sometimes develop naturally during teenage years as you seek more independence and explore self-identity (APA, 2013). Here are some common signs of entitlement to reflect on:

  1. Expecting Praise for Basic Responsibilities  If you often expect praise for everyday responsibilities, like finishing your homework or chores, this might be a sign of entitlement. While appreciation is important, basic responsibilities are usually expected without special recognition.
  2. Demanding Special Treatment  Entitlement can show up when you believe you should be treated differently just because of who you are. For instance, if you often feel frustrated when others don’t give you special privileges, it may be worth reflecting on why you feel that way.
  3. Ignoring Others’ Needs  Entitlement can lead to a focus on one’s own needs while overlooking others. If you frequently expect your family or friends to go out of their way for you, without offering support in return, it might be a sign of an entitled attitude.
  4. 4. Struggling with Criticism or Rejection  Those with entitled mindsets often have a hard time handling criticism or rejection. If you find yourself getting overly defensive or hurt when people offer constructive feedback, it could be a sign of entitlement.

 Why Does Entitlement Happen?

Entitlement can sometimes be a byproduct of wanting to feel special or unique. During adolescence, as you figure out who you are, it’s normal to crave validation. However, the rise of social media can add pressure to appear “successful” or “popular,” which sometimes fuels entitled thinking (Kross & Verduyn, 2018). Additionally, cultural factors, like messages in media, often promote self-focus and immediate gratification, which can also impact how entitled we feel.

Family environment and upbringing also play a role. For example, when parents give constant praise without boundaries or shield children from any failure, it can lead to entitlement (Twenge & Campbell, 2009). This isn’t to say praise is harmful, but balance is key.

 The Downsides of Entitlement

While a small amount of entitlement can build confidence, too much can create challenges. Research shows that entitled attitudes are linked to difficulty in relationships, dissatisfaction with life, and even increased mental health struggles, like depression and anxiety (Grubbs & Exline, 2016). When we expect too much from others, we risk pushing people away and experiencing disappointment when things don’t go our way.

Entitlement can also hinder personal growth. By always expecting others to meet your needs, you may miss out on learning resilience, empathy, and problem-solving skills, which are essential for navigating adulthood.

 How to Recognize and Reduce Entitlement

1. Practice Gratitude  One of the simplest ways to combat entitlement is to cultivate gratitude. Instead of focusing on what you lack or what you deserve, take time each day to recognize things you’re grateful for. Research shows that practicing gratitude can increase happiness and reduce feelings of entitlement (Emmons & McCullough, 2003).

2. Work on Self-Awareness     Reflect on your actions and motives. Ask yourself, “Am I doing this because I feel I deserve special treatment, or am I genuinely interested in contributing?” By becoming more aware of your thoughts and actions, you can shift toward a more balanced perspective.

3. Learn to Accept Criticism  Learning to accept constructive criticism is a valuable skill that helps build resilience. Instead of feeling hurt or defensive, try to see criticism as an opportunity to grow and improve.

4. Build Empathy     Practice thinking about others’ perspectives and needs. Ask yourself how your actions impact others. Empathy helps build meaningful relationships and reduces entitlement by reminding you that others have their own needs and challenges.

5. Develop a Growth Mindset  Dr. Carol Dweck’s research on growth mindset suggests that people who focus on growth over fixed achievements are more likely to be successful and satisfied in life (Dweck, 2006). By focusing on effort and improvement rather than expecting outcomes, you can shift away from entitlement.

Recognizing entitlement can be challenging, especially when society often reinforces a “me-first” mentality. However, by practicing gratitude, empathy, and self-awareness, you can avoid the pitfalls of entitlement and develop stronger, healthier relationships with those around you. Remember, the path to true confidence and self-worth doesn’t come from expecting special treatment but from treating others and yourself with respect and understanding.

This article has been written by John S. Collier, MSW, LCSW. Mr. Collier has over 25 years of experience in the social work field and is based in London Kentucky through Southeast Kentucky Behavioral Health, LLC. Mr. Collier may be reached by phone at (606) 657–0532 extension 101 or by email at [email protected].

 References

  • American Psychological Association. (2013). Developing Adolescents: A Reference for Professionals. American Psychological Association.
  • Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
  • Emmons, R. A., & McCullough, M. E. (2003). Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. Journal of Personality and Social Psychology, 84(2), 377-389.
  • Grubbs, J. B., & Exline, J. J. (2016). Trait entitlement as an emotion regulation strategy: A longitudinal study of its effects on perceived stress, depressive symptoms, and self-esteem. Journal of Research in Personality, 61, 27-34.
  • Kross, E., & Verduyn, P. (2018). Social media and well-being: Pitfalls, progress, and next steps. Trends in Cognitive Sciences, 22(7), 558-560.
  • Twenge, J. M., & Campbell, W. K. (2009). The Narcissism Epidemic: Living in the Age of Entitlement. Free Press.