Attention Deficiet Hyperactivity Disorder ("ADHD") presents differently in different people
Attention Deficit Hyperactivity Disorder, known as ADHD, is a neurodevelopmental condition characterised by difficulties with executive function. These can include: attention, concentration, memory, motivation and effort, hyperactivity, organization, and social skills. It is thought to affect around 3-4% of the population in the UK. For a long time, ADHD has been thought of in wholly negative terms, with the focus solely on the (very real) difficulties people experience and not the benefits that can often accompany it. Fortunately there is now increasing recognition that it is important to reframe the conversations around ADHD, to dispel damaging myths and flip the narrative regarding 'correct' brain functioning.
ADHD has different presentations, which also differ with age, and it is commonly categorised into three types:
Predominantly Inattentive Presentation - characteristics usually include being forgetful, easily distracted and having trouble listening.
Predominantly Hyperactive-Impulsive Presentation - behaviours include talking excessively and interrupting others. This is often linked to impatience, which can be exhibited through fidgeting and the need for (near) constant movement.
Combined Presentation - this is the most common type, where individuals display both inattentive and hyperactive impulsive behaviours.
To be diagnosed with ADHD, a person must display six or more symptoms of inattentiveness or six or more symptoms of hyperactivity and impulsiveness. However, with (incredibly) long waiting lists, and the lack of special educational provision in the current SEN climate, many children and young people with ADHD struggle to get diagnosed and their needs properly understood and supported. This can lead to difficulties at school, particularly in mainstream secondary schools, where students are often disciplined for exhibiting characteristics associated with ADHD. As well as potentially being unlawful disability discrimination under the Equality Act 2010, punishing learners for things they cannot help also makes it harder for them to accept their neurodiversity, since they are so used to their ADHD being viewed and treated as inherently problematic.
But, as with neurodiversity in general, ADHD is so much more than any one thing. People with ADHD often bring a unique perspective to tasks, offering creativity and different approaches to problem solving. Hyper focus, properly understood and supported, can also be a great strength, as staying absorbed in a task can allow it to be completed quicker and in greather depth. Another characteristic associated with ADHD is spontaneity, which can be exciting and can encourage other individuals to think outside the box.
Whilst ADHD is becoming less stigmatised, there is still a long way to go. There are many tools and strategies that schools (and parents) can look to implement to better support children with ADHD, including:
Having multiples of items that are easily lost (e.g. pens/pencils)
Using calendars, including digital calendars, with reminder prompts
Setting up routines for regular non-fun activities such as homework
Using task-timers to help accurately judge the time needed for particular tasks
Task-stacking by grouping related tasks together and creating habits
If your child or young person has ADHD or shows symptoms consistent with ADHD and is not getting the support they require, SEND Advocacy can provide advice and assistance. If you need someone in your corner to help you secure the education your child deserves, contact SEND Advocacy today.
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