ADHD impacts school more than any other aspect of a child’s life.
ADHD children do worse on objective measures of achievement such as grades, group tests, and individual achievement tests (large effect size, 1-2 standard deviations). ADHD predicts other school-related impairments, such as special education placements, retention, and suspension. Up to 50% are suspended, 15% have math/reading disabilities, 80-90% are significantly behind in school by fourth, fifth, or sixth grade.
Most classrooms are not structured to help a child with ADHD succeed. The challenges vary and change depending on where your child is in school.
As a parent of an ADHD child, you have legal rights as well. Section 504 of the 1973 Rehabilitation Act states that in order to qualify for services a child must have “an impairment that substantially limits a major life activity.” Given the limitations that ADHD places on a child it is likely that your child qualifies. But there is room for interpretation and guess who gets to make the call? Your school. In order to be evaluated under 504 a formal request in writing must be made. Your school has a specific set of guidelines and must proceed. They will notify you and you can appeal if the decision is that your child does not qualify. If he qualifies under 504 the school should develop a specific learning plan for him. 504 can help with getting your child a more structured learning environment, modified testing and homework, additional learning aids, visual study aids, modified class schedules, modified tests. These can be of great benefit to your ADHD student. Educate yourself about your rights.
You may also have the right to request specific teachers for your child when they change grades. If you have that right you might want to go interview teachers for next year. Some teachers don’t believe in the reality of ADHD. Choose one that does. A teacher who uses multi-sensory learning strategies will help. Is your child a auditory, visual or kinesthetic learner? If you don’t know then learn about learning. Ask your teacher what they’ve read about ADHD. Once your child is in their class, determine how often you will meet with them. Communication with the teacher is critical. Sometimes daily or at a minimum weekly communication is necessary. Let the teacher know you support her efforts to help and discipline your child. Monitor grades and homework. Over the course of several years you will have lots of interaction with the school. Document everything, both positive and negative.
Lunchtime and recess are opportunities, for both good and bad. They give time and allow your child to burn off some needed energy but can be noisy, chaotic, and overwhelming. Kids often get picked on during those times. Transitions back to working in the classroom may take longer for ADHD children after a break.
How do you deal with homework? This is perhaps the toughest challenge for parents. I know of one parent who battled his child for hours every night. The child would not finish it. Finally, after bedtime, the father would do the homework. This dad, rewarded his child for not doing their own homework. Here are some suggestions:
1) Provide a distraction free place to study.
2) Work in small time frames and take frequent breaks.
3) Find ways to make sure they turn in what is done. ADHD children will often do the homework but not turn it in.
4) Set a time limit on homework and stick to it. Even if they don’t get all the homework done.
5) Keep track of projects and start early.
Consider alternative schools including charter schools, private schools, and home schooling.
School will be a challenge, but ADHD impacts school performance more significantly than any other area of life. Your efforts will make the difference.