According to the CDC, 9.4 percent of children have ADHD. Teachers are often familiar with the associated behaviors of ADHD. Each child’s presentation of ADHD is unique. Some of the most common symptoms of ADHD include difficulty sustaining attention, completing assigned tasks at school (often including homework), physical restlessness, strain in social relationships and appearing off task due to daydreaming.
With nearly one in 10 kids struggling with some form of ADHD, it can put a strain on teachers in the classroom. For teachers and school systems, often the best way to manage ADHD in the classroom is to form a partnership with parents to develop a consistent strategy that can help children manage their ADHD behaviors. Consistency of care between a child’s home life and their school activities can provide the best support and least amount of disruption for the child as they transition between school and home.
It is important to remember that the child’s brain is rapidly developing. Often they are not cognitively or emotionally developed enough to change their own behaviors. They need care and support from their parents and school systems. In many cases, teachers are aware of effective strategies for supporting children with ADHD, while parents are in new, uncharted territory as they begin to learn about the best ways to support their child.
In many school systems, teachers can look to clinicians to help develop joint parent-teacher strategies for supporting children in the classroom. Consistency of approach between home and school ensures the best outcome in both locations.
ADHD and behavioral therapy
Many clinicians use behavioral therapy to help students, parents and teachers manage the symptoms of ADHD. Behavioral therapy provides children with an array of skills that will help them be successful in the classroom and navigate through their interpersonal relationships.
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