Posted on

Helping Your ADHD Child Succeed in School

Strategies for Parents of Children with ADHD

Raising a child with ADHD presents unique challenges, especially when it comes to succeeding in school. Understanding these challenges and implementing effective strategies can make a significant difference in your child’s educational experience.

Common Challenges for Children with ADHD in School

  1. Distractibility and Inattention: Children with ADHD often struggle to focus on tasks. They can be easily distracted by noises or their own thoughts. This distraction leads to missed classroom information[5].
  2. Hyperactivity and Impulsivity: The need to move and difficulty with impulse control can make it hard for children to sit still. These children often struggle to stay seated. Listening quietly is often required in a classroom setting[5].
  3. Organizational Difficulties: Many children with ADHD have trouble organizing their school materials, managing time, and breaking assignments into manageable parts[2].
  4. Social Challenges: ADHD can affect social interactions, leading to difficulties in maintaining friendships and interacting with peers and teachers[3].
  5. Emotional Regulation: Children with ADHD may struggle with managing their emotions. This can lead to frustration and stress. This is especially true when tasks seem overwhelming[4].

Strategies to Help Children with ADHD Succeed in School

  1. Create a Structured Environment: Provide a consistent routine at home and work with teachers to make sure a structured classroom environment. This helps children know what to expect and reduces anxiety[1][2].
  2. Positive Reinforcement: Use a rewards system to encourage positive behavior and academic engagement. Recognizing achievements, no matter how small, can boost confidence and motivation[4].
  3. Develop Organizational Skills: Teach your child how to organize their schoolwork and break tasks into smaller, more manageable steps. Tools like planners or checklists can be helpful[2].
  4. Encourage Physical Activity: Allow for regular breaks and physical activity to help manage hyperactivity. This can include short exercises or simply allowing the child to move around during lessons[4].
  5. Collaborate with Educators: Keep open communication with your child’s teachers. Ensure they understand your child’s needs. They can then provide appropriate accommodations, such as extra time for tests or a quiet space for work[5].
  6. Focus on Social Skills: Help your child develop social skills through role-playing or social skills groups. Encourage positive interactions with peers to build friendships[3].
  7. Emotional Support: Teach your child strategies for managing emotions, such as deep breathing or positive self-talk. Building self-awareness can help them cope with stress and frustration[1].

Parents can play a crucial role in helping their children with ADHD succeed in school and beyond. This can be achieved by understanding the challenges and implementing these strategies.

Citations:
[1] https://www.beyondbooksmart.com/executive-functioning-strategies-blog/how-does-adhd-in-children-impact-academic-performance
[2] https://rvapediatrics.com/ADHD%E2%80%94Why-Is-My-Child-Having-Trouble-in-School
[3] https://www.cdc.gov/adhd/articles/school-changes-helping-children.html
[4] https://www.graduateprogram.org/2022/08/the-challenges-adhd-students-face/
[5] https://www.helpguide.org/articles/add-adhd/attention-deficit-disorder-adhd-and-school.htm
[6] https://childmind.org/article/whats-adhd-and-whats-not-in-the-classroom/
[7] https://kidshealth.org/en/parents/adhd-school.html
[8] https://www.helpguide.org/articles/add-adhd/attention-deficit-disorder-adhd-in-children.htm

Posted on

Using Your E.A.R.S. to Help Children Problem-Solve

Someone once joked that God gave us two ears and one mouth so that we could listen twice as much as we talked. Not bad advice actually. Many parents would do well to heed that advice. This doesn’t mean that parents shouldn’t talk to their children. It’s just that they shouldn’t be so quick to give advice or lecture of the right and wrongs of a problem. Listen first, then talk. Better yet, ask questions to get at the solutions to children’s problems. This causes them to feel as if they came up with the answer and take more ownership for the problem. E.A.R.S. is a helpful acronym for parents who want to improve their problem-solving skills with their children.

E = Elicit

The starting point for problem-solving with children is to elicit possible solutions that already exist in the child’s repertoire. Ask questions such as, “What would you think would make the situation better?” This implies that there is a solution and that the child has the ability to utilize it. If they don’t have an answer to this question, try this one: “What would your _______ (supply a relevant name here) say you are doing about the situation?”

This implies that the child is already solving his problem. The fact of the matter is that every response to a problem is a solution to a problem. Only some responses are better than others and have fewer severe consequences. The job of parents is to acknowledge children’s efforts and then direct them to use better responses.

If the child persists that there wasn’t anything good about what he did in the situation, then ask, “What was the part of the situation that was better than the other parts?” And if the child does recite some ‘better than other parts’ of the situation, ask, “How did you do that?” This encourages the child to learn from their own behaviors and increase positive responses.

If the child suffered severe consequences for his response to the situation, ask, “What did you learn from the situation?” Most successes are the result of trial and error and determining what doesn’t work.

A = Amplify

Amplify refers to the use of questions to get more details about any positive efforts toward problem-solving. Use who, what, where, when, and how questions. For example, “Who noticed you do that?” or “When did you decide to do that?” or “How did they respond to your solution?” Never use why questions. Why is a very judgemental word and will stop all attempts to help the child problem-solving because he feels bad about his efforts. Over time this can develop into a pattern of behavior where the child never tries anything new because he is afraid of failing. If he doesn’t try, he doesn’t fail. At least that is the rationale.

R = Reinforce

Years of behavioral change research have taught us that there are two ways to create change in others. Reward desired behaviors and ignore or mildly punish undesirable behavior. So be sure to reinforce any effort to solving a problem. Even failed attempts are worthy of acknowledgment. The child must want and value positive change. Reinforcement will be the motivating force for this value. Be sure, though, that you use verbal or social reinforcement. Don’t give in to bribes (candy, toys, and money) to reinforce the child. This will reinforce dependent and manipulative behavior and decrease independent problem-solution. The best reinforcers are a surprise. When children do not know when to expect a reinforcer (a compliment or public acknowledgment) they will be more motivated, ready for reinforcement at any moment in time.

S = Start again

Learning to problem-solving and listening to our children to help them, is a process. It can’t be done once and then left alone. It must be done over and over again. Repetition is a fundamental principle of learning. The more you do something the better you get at it. And now that the child has found a solution to a problem, plan for the next one. Most problems pop up again in life. Brainstorm solutions for the next time. And finally, treat every problem as an experiment where new and clever solutions can be tested. So use those two ears to listen more then you talk but when you do talk, ask solution-focused questions to help children problem-solve.