We had the privilege of connecting with Meghan Miller from Groves Learning Organization. Meghan is the Director of Speech-Language Pathology and an ADHD Certified Educator at GLO. Miller shared information regarding misconceptions around ADHD, what she has been experiencing first-hand as an educator, and how parents can provide support.
One of the misconceptions is that kids with ADHD are always hyper. However, Miller says there are a lot of kids who don’t outwardly show hyperactivity or impulsivity. They may be sitting quietly, but their minds are wandering or they are daydreaming. That inattentiveness is harder to see from the outside, so don’t rule out ADHD just because a child is not hyperactive. Children can also experience a combination of hyperactivity and inattentiveness.
Another misconception is that children with ADHD are not able to pay attention. Parents may say, “There’s no way my child can have ADHD because they can play their video game for hours.” Miller says children with ADHD actually have trouble regulating their attention. They may not be able to filter out noises and struggle to identify where their attention needs to be.
Miller also says that children with ADHD are sometimes considered lazy. Parents or educators may think they are not trying hard enough. This is a misconception, and Miller wants them to shift their mindset. Children with ADHD are not trying to behave badly; they don’t always have the skills to be successful in certain environments.
The final misconception is that ADHD is often thought of as a disorder that only affects boys. However, recent studies show boys and girls are affected at a similar rate.
Miller shared what she has learned first-hand as an ADHD-certified educator. Oftentimes, the expectations set in the classroom are higher than what children are capable of developmentally. The assignments require Executive Functioning skills, including planning, time management, keeping focus, and regulating emotions, and everyone develops those skills on their own timeline. Children with ADHD may be delayed in developing those skills and struggle even more than neurotypical kids in the classroom. Distance learning during the pandemic exasperated some of those challenges. Kids were expected to do their work while learning new technology, and educators were not able to provide structure for students’ home environments.
Miller also says she’s seen that students really want to be successful, but they don’t always have the know-how. It’s easier for them to say they don’t care, rather than say they need help. She says it’s hard for students to identify why they’re struggling in school, so they don’t know what help to ask for. A lot of kids may feel dumb when in reality they just haven’t been given the right tools.
What can parents do to provide support? The first step is to seek a diagnosis if you suspect your child may have ADHD. You can start by visiting a general practitioner/pediatrician who is knowledgeable about ADHD or you can seek an assessment through a psychologist.
- Treatment is important. Research shows the most effective way to help kids with ADHD is a combination of medication and behavioral therapy or coaching. Both are effective on their own, but not as effective as when they’re paired together.
- For families who work with an Executive Functioning Coach or an ADHD coach, collaboration is an important tool for success. A team effort between parents, students, and providers are key. These are skills that need to be practiced consistently, and parents need to be prepared to be a part of the journey.
- Advocating for accommodations at school is an important step. Parents will need to advocate for their children to ensure they have a learning plan and that it is being followed. Sometimes that means extended time for tests, written instructions, or checking in to make sure they’re using their planners correctly after class.
- It’s important to provide structure at home and make sure kids are involved in planning. Whether families are discussing plans for the week or active problem solving together, parents can model strong Executive Functioning skills.
- Using positive reinforcement and helping students set goals they can achieve, rather than using punishments, is a more successful option. Incentivize good behavior, set attainable goals, and celebrate small victories.
- Parents and educators should approach children with empathy and compassion. They need to recognize students are trying and use moments of failure as a learning opportunity without attaching shame or guilt.
Groves Learning Organization offers complimentary community workshops:
Screen Time and Media: What We Know Now and Considerations during the Pandemic
A Guide to Successful Writing Instruction
How Executive Functioning Deficits Impact Reading, Writing, and Spoken Language
Who Am I? How Career Choice Impacts Post-Secondary School Choice
Executive Functioning: In the Classroom and Beyond
and more!
You can find these workshops online here.
Groves Learning Center offers diagnostic services. Learn more here.
