7 million (or 11.4%) of children are estimated to be diagnosed with ADHD in America. That’s 1 in 10 children who have ADHD across the country. But what happens when these children grow up and get jobs? Jobs like teaching? How do they manage their ADHD in classrooms full of rambunctious kids? We are lucky to have several teachers share their experiences teaching at JMS with ADHD!
What is ADHD?
ADHD or Attention-Deficit/Hyperactivity Disorder is a neurodevelopmental disorder distinguished by patterns of inattention, hyperactivity, and/or impulsivity that impede daily functioning and development. There are three main types of ADHD: Predominantly Inattentive, Predominantly Hyperactive-Impulsive, and Combined, where people show prominent signs of both inattention and hyperactivity-impulsivity. Some symptoms of ADHD include:
- Difficulty sustaining attention
- Easily distracted
- Forgetful
- Problems following instructions
- Excessive fidgeting or talking
- Difficulty sitting still
- Impulsiveness
- Acting without thinking
- Interrupting others
- Difficulty waiting for your turn
The exact cause of ADHD is unknown; however, it is believed to include a mix of genetic and environmental factors. It is also thought that neurochemical imbalances that involve dopamine may play a role. Neurochemical imbalances occur when there is too little or too much of a neurotransmitter, the chemical messengers that help nerve cells communicate. ADHD is diagnosed after a comprehensive evaluation by a certified medical professional, like a psychiatrist or psychologist. The evaluations normally include medical history and physical exams, behavioral observations, and rating scales completed by parents, teachers, or the individual. Once diagnosed with ADHD, people typically have a combination of medication, behavioral therapy, educational interventions, and lifestyle changes as treatment.
What do Teachers have to say?
Ms. Vanderwalker, our art teacher, Ms. Caron, an Algebra and gym teacher, and Ms. Strein, an 8th-grade ELA and Global Perspectives teacher, were all interviewed. They shared their personal experiences with ADHD and talked about the challenges they faced, but also how ADHD allowed them to understand and connect with students. ADHD has also allowed them to have more unique teaching strategies that they feel their students appreciate.
When they were students, they faced many challenges, such as being easily distracted, impatient, or hyperactive, which led to disciplinary issues or academic struggles. Ms. Vanderwalker said, “I got in trouble a lot for talking too much, finishing my work too quickly, and distracting others. I tapped my foot and my pencil constantly. I was a walking distraction.” However, now that they are teachers, they understand how ADHD affects learning and behavior in different ways. Their experiences as students with ADHD help them empathize with their own students today.
ADHD allows teachers to be very creative, energetic, and empathetic to their students, and also allows them to connect with their students more and understand how ADHD affects their lives. Ms. Strein said, “I openly share about having ADD so that I can share how important tools and strategies are – that YOU have control over your mind. I understand the struggles, but I also understand that it’s not okay to be victimized and use a diagnosis to excuse behaviors.”
The teachers expressed how ADHD impacts their ability to manage classroom dynamics, complete administrative tasks, and stay organized. Ms. Vanderwalker described feeling overstimulated in her busy art room and by computer-based tasks. Ms. Caren struggles with staying on topic and with grading. Ms. Strein said, “I am either hyper-focused on a task and lose track of time and everything around me – or I am so distracted I can’t finish a task or even a thought. Thankfully, I have tools and strategies to take control of my mind so that it doesn’t take control of me.”
Although ADHD does create challenges for our teachers, they have developed coping strategies to do a fabulous job. Ms Vanderwalker uses a detailed planner and alarms. Ms. Strein relies on multiple calendars, routines, and alarms. Ms. Caron has learned to multitask more effectively since her diagnosis.
Advice from Teachers
Ms. Vanderwalker -“ADHD is a gift to the Artist. It’s like a cloud that is moving and morphing and bringing images of things familiar and unimaginable, all in the giant space of your mind. The trick is to get that from your mind into your artwork before it evaporates.”
Ms. Caron- “Be patient and flexible!!! It is about the kids…not due dates or other responsibilities. A caring, patient teacher can make a HUGE difference to a kid that has ADHD!!”
Ms. Strein- “Don’t fight your brain; find tools that help you manage the symptoms. A diagnosis isn’t a life sentence – but an opportunity to pivot and find creative solutions to the problems.”
Our teachers highlighted how ADHD is not a limitation, but an opportunity to approach teaching and learning in creative and caring ways. They are truly an example to all of us, and we are lucky to have them as teachers here at JMS.
