Education, Schooling and Learning

Boys with ADHD in Education

ADHD is not officially recognized as a learning disability, however, that does not mean individuals diagnosed with ADHD do not face challenges within learning.

Symptoms of ADHD emerge usually in children aged three and five years old, but most prominently are visible when children are in elementary school. Once a child has been diagnosed those symptoms will persist through adulthood in 75% of cases (Barkley, 1998). Boys are three times more likely to be diagnosed with ADHD compared to girls, so the risk of ADHD is far more prevalent among boys.

ADHD can greatly impact learners as ADHD learners are at a higher risk for lower academic achievement and are a greater likelihood of entering and staying in education programs (Kent, et. al, 2011). ADHD students are also at a higher risk of failing to complete high school, drop out and are far less likely to attend post-secondary education.

It is imperative that teaching and learning environments are adapted and modified to suit ADHD learners given the challenges and risks they face within education. Appropriate learning strategies, accommodations and planning must be taken into consideration when dealing with ADHD boys.

What Challenges do Boys with ADHD Face in the Classroom

ADHD and a Learning Disability Combined

1. Boys require movement beaks

ADHD learners may require constant movement, maybe fidgety, so may benefit from brain breaks, hands-on learning activities, fidget tools or other strategies that may allow them to regulate their body movement. Teachers need to ensure they provide opportunities for learners to engage in breaks as a means to build more focus and be more effective in the classroom. Introducing elements such as yoga, fitness breaks or taking kids outside during learning blocks can provide a necessary movement break and allow for much needed physical stimulation and exercise to be able to focus in class.

ADHD is an executive functioning issue and not a learning disability, as it is often incorrectly understood. When executive functioning challenges exist within a child, they already pose barriers to learning or challenges around learning within education. ADHD frequently co-occurs with specific learning disabilities. 15-40% of children diagnosed with ADHD are also diagnosed with an LD (McLaughlin, Speirs & Shenassa, 2012). The presence of an LD in combination with ADHD means that the learner is at a greater risk for failure, struggle or hardship within education. As a result, this group of learners should be monitored and looked after for educational support.

2. Classrooms have many distractions

Classrooms with a lot of clutter and materials may prove to be a distractive environment for ADHD boys. This also includes the structure of one's physical layout and seating plan, so where a child is placed should be done with intentionality and understanding the child's behaviour. This may include the need to take physical movement breaks, fidget or even become distracted by various elements in the classroom. Being mindful of creating spaces to limit distractibility from students in the classroom is something that must be at the forefront of a teacher's planning and preparation when structuring one's classroom.

3. Lack of interaction and feedback

In a classroom, ADHD learners can often demand a lot of engagement and feedback. Traditional learning environments are not conducive to allowing ADHD learners to be successful. If constant feedback and interaction cannot be sustained these learners will lose focus and tend to appear or become distracted. Fostering positive verbal communication and connection with ADHD learners and continuous providing verbal affirmation when possible may be one strategy atoped. However, if that is not possible, then providing rewards and incentives for completing tasks may be a way to garner more interest and engagement. Ensure the reward is desirable and meaningful for the student or else it will not be effective.

Statistical Differences for ADHD and LD Learners

4. Technology is a tool and distraction

Technology can be a tool to help students in learning online. Many programs can be a great way of engaging ADHD learners due to their constant feedback and gamification to allow those students to learn. Sometimes, however, technology can be a distraction for ADHD learners as they may use the device to surf the internet or access games, content or other non-learning materials online. Providing ADHD learners with applications, programs and technology tools that are restricted and given with explicit structure and guidance, can be a means of allowing ADHD learners to be more successful in the classroom. Without regulation, structure and limitations in access, then the technology tool may be a means of distraction and disengagement for the learner.

Boys are at a far greater risk for an ADHD diagnosis and a learning disability diagnosis compared to girls (Bauermeister et. al, 2007). Although females are at risk for both ADHD or LD's, it is imperative that through statistics accumulated across schools in Canada that the data shows a greater prevalence of ADHD and LD diagnosis within males. The statistical gap between both genders is far greater among aboriginal communities based on data accumulated by Statistics Canada.

This image is from Statistics Canada, highlighting a report on ADHD in Aboriginal communities in 2006.

Aboriginal Peoples Survey, 2006. (2009, January 16). Retrieved December 07, 2020, from https://www150.statcan.gc.ca/n1/pub/89-637-x/2009001/c-g/c-g3-eng.htm

Tips for Teachers and Parents

Educators

Providing feedback immediate feedback when possible, and ensure you provide praise to encourage success and build learning confidence
Providing tools for scaffolding and supporting organizational habits. ADHD boys will struggle with structure, organization and will need the support of an educator at school
Breakdown, chunk and simplify tasks to allow more completion and success in short term blocks.
When providing literary instructions, use bullet points and try to be as concise and clear as possible
Ask ADHD learners lots of questions to gauge understanding before moving on from a task or providing more information or instructions.
Foster as much communication with the parents as possible as a collaborative communicative network is key

Parents

Communicate as much as you can with your child's teacher
Provide praise when possible and hold your child accountable. If providing discipline it must be immediate and not. Avoid delaying praise or holding your ADHD child accountable.
Support your child as much as possible with assignments, homework and deadlines. Parents need to be the ADHD boy's calendar and support as much as possible
Listen to your child as much as possible but understand

Avoid comparing your children with other children and allow them to develop as individuals
Celebrate the small and big successes your child has, to ensure he is able to build upon those successes long term. Fostering a positive home environment can really help your childs development

Teaching Boys with ADHD

ADHD boys will face lots of challenges, however, if a child came to you with an illness they may receive compassion, however, when a child loses their homework they may receive criticism. Parents and educators need to collaboratively work towards caring, empathetic environments that nurture these ADHD learners and provide them with strategies to be successful. This video provides great insights around the most important takeaway message, learning how to care and building compassion towards ADHD learners.

Resources for Teaching Boys with ADHD from the Centre of ADHD Canada

Teaching Strategies for Typical ADHD and Executive Functioning Impairments

ADHD Symptoms, Impairments and Accommodations in the Elementary School Environment

ADHD Symptoms, Impairments and Accommodations in the High School Environment

References

Barkley RA. Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment. New York: Guilford Press; 1998.

Bauermeister, J. J., Shrout, P. E., Chávez, L., Rubio‐Stipec, M., Ramírez, R., Padilla, L., ... & Canino, G. (2007). ADHD and gender: are risks and sequela of ADHD the same for boys and girls?. Journal of Child Psychology and Psychiatry, 48(8), 831-839.

Kent, K. M., Pelham, W. E., Molina, B. S., Sibley, M. H., Waschbusch, D. A., Yu, J., ... & Karch, K. M. (2011). The academic experience of male high school students with ADHD. Journal of abnormal child psychology, 39(3), 451-462.

McLaughlin MJ, Speirs KE, Shenassa ED. Reading Disability and Adult Attained Education and Income: Evidence From a 30-Year Longitudinal Study of a Population-Based Sample. J Learn Disabil. 2012 Sep 14.