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ADHD: Naughty or Neurological?

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By Adam Stone

For K–12 teachers, children who exhibit the signs of attention-deficit/hyperactivity disorder (ADHD) can present a significant classroom challenge.

While the symptoms of ADHD can vary widely, the inability to regulate executive function typically appears in two ways: through inattention and through hyperactive or impulsive actions.

  • As defined by the Mayo Clinic, inattention in ADHD may include a failure to pay close attention to details, trouble staying focused, or difficulty following through on instructions. ADHD kids have trouble getting organized and can be easily distracted.
  • Hyperactivity and impulsivity may show up as fidgeting or tapping. Kids may have trouble staying seated or they may run around or climb in situations when it’s not appropriate. They may talk too much, blurt out answers, or interrupt.

Taken together, these behaviours can be a minor nuisance or a major problem. For a teacher whose attention is divided among a classroom full of kids, the ADHD student either may become the squeaky wheel, forever needing grease, or may be shunted off to the corner in a usually-fruitless effort to “control” the behaviour.

Over 6 million American children have been diagnosed with ADHD, according to the A.D.D. Resource Center. The Centers for Disease Control and Prevention estimates that eleven percent of kids in the U.S. have been diagnosed with ADHD. Experts point to a number of classroom strategies for working successfully with these kids.

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Adam Stone is a seasoned journalist with 20+ years’ experience. He covers education, technology, government, and the military, along with diverse other topics.

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Adam Stone
Adam Stone
Adam Stone is a seasoned journalist with 20+ years’ experience. He covers education, technology, government, and the military, along with diverse other topics.

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