ADD and ADHD in the Classroom – Part 1

Countless hours of research have been devoted to Attention Deficit Disorder (ADD) and Attention Deficit/Hyperactivity Disorder (ADHD). Undoubtedly in your role as an educator you have come across at least one, and more likely several students with this condition. According to CHADD, the National Resource on ADHD, it is a common behavioral condition affecting 11% of school-age children. However, the precise cause is still unknown.

Students with ADHD can enjoy successful lives; however, without proper treatment, they may be disruptive in your classroom, have difficulty learning, and experience a number of other challenges. Early identification and appropriate adjustments in your teaching approach are important. 

ADHD Is Biological
Brain scans reveal consistent differences between children with ADHD and those without. Children with ADHD have lower brain metabolism in the areas that control attention, social judgment and movement. Their brains also generate lower levels of a neurotransmitter called dopamine.

Although the exact cause has not been pinpointed, evidence from multiple studies strongly suggests that ADHD is genetic. Children with ADHD usually have at least one close relative who also has ADHD, and the majority of identical twins share the trait. Earlier theories suggesting that ADHD resulted from too much sugar intake or too much TV have been largely disproven. Researchers from the National Institutes of Health (NIH) found that changing a child’s diet only seemed to help in about 5% of cases, and most of those 5% were children with food allergies. Family stress and trauma have also been ruled out. ADHD is clearly a brain-based disorder, and further research is underway to better define the areas and pathways involved.

ADD vs. ADHD
Although many people still say “ADD and ADHD,” or use the terms interchangeably, medical professionals no longer use “ADD.” ADHD is now the proper term, for both children and adults, but there are actually three different types of ADHD, based on the most prevalent symptoms displayed:

• Inattentiveness
• Hyperactivity
• A combination of 1 and 2

Symptoms of ADHD in Children
It’s natural for children to be fidgety, restless and unfocused, but that doesn’t mean they all have ADHD. So how do we distinguish the children who may need special considerations?

The symptoms of ADHD usually present by the time the child is seven, so parents may have already identified the issue before you meet the student. Misdiagnoses (and “over-diagnoses”) are common, however. If the child has only occasional ADHD-like behavior, or only displays symptoms in particular types of situations, it’s not likely that he or she has the condition. If you see multiple and consistent symptoms, exhibited both in the classroom and during playtime, you may want to confer with the child’s parents and decide on the best course of action.

Symptoms of “predominantly inattentive” ADHD:

• Does not appear to listen; often “in their own world”
• Unfocused, makes careless mistakes
• Has difficulty following instructions and organizing thoughts
• Is forgetful, easily distracted and often bored
• Loses things
• Procrastinates

According to CHADD, girls are more likely to have inattentive ADHD than boys are.

Symptoms of “predominantly hyperactive” ADHD:

• Fidgets, squirms and has difficulty staying seated 
• Constantly in motion
• Impulsive and impatient
• Talks nearly constantly
• Blurts out answers in mid-question
• Doesn’t wait his turn, interrupts
• Quick tempered, “short fuse”

The third type, combined ADHD, is very common. Children with this condition exhibit multiple symptoms from both sets.

The Good News
While ADHD is challenging, there may be a silver lining. Some positive traits common in people with the condition include:

• Creativity
• Ability to solve problems in new ways, see things that others miss
• Enthusiasm and spontaneity
• Energy – when working on activities they consider interesting, students with ADHD can exhibit a great deal of drive and a high level of motivation to succeed.

ADHD – Or Something Else?
Certain medical conditions or learning disabilities may be mistaken for ADHD. Even traumatic life experience (such as death or divorce in the family) may cause symptoms that look like ADHD. When conferring with parents, see if they have discussed the issue with their family doctor and ruled out other possibilities.

Misconceptions about ADHD
The most common misconception is that all ADHD children are hyperactive. However, as we learned above, some ADHD students may be happy to sit quietly… focused on something entirely different from what you’re teaching! Some may be too focused and unable to switch to a different task, or only able to concentrate on activities they enjoy. Others may be only mildly inattentive, but overly impulsive. Symptoms differ widely from child to child.

Other misconceptions about children with ADHD include:

• They could behave better if they wanted to
• They are unintelligent
• They will grow out of it
• Medication is the best or only treatment

In fact, many children with ADHD are trying to behave appropriately, but their brains simply won’t let them. Their condition, however, has nothing to do with intelligence or talent – they may actually be quite gifted. In 75% of cases, the symptoms last into adulthood, so there’s no point in “waiting for them to get better.” And although medication may be an effective treatment for some students, there are other options, including behavior therapy, exercise, and a unified system of attention and support from both parents and teachers. Once you understand the issues your student is struggling with, you can work together to find creative solutions and capitalize on strengths.

Look for our next installments in this series, in which we provide strategies for teaching students with ADHD.

Find our previous Science of Learning installments here:
Part 1: Neuroscience – What’s It Mean to You?
Part 2: How the Brain Learns
Part 3: How Emotion and Mindset Affect Learning
Part 4: Brain Plasticity at Different Ages
Part 5: Do Girls’ Brains Differ from Boys’ Brains?
Part 6: Right Brain vs. Left Brain