Though most kids with ADHD demonstrate classic signs of the condition - like hyperactivity, inattention, and impulsivity - no two cases of ADHD are exactly alike. When your child has ADHD, it’s therefore important to discuss his specific symptoms and needs with his teacher. By knowing exactly how ADHD affects your child, the teacher can create effective social and educational supports to use in the classroom. Below, we’ll share some of the best ways to ensure these discussions are helpful and productive:
1. Always make an appointment ahead of time.
You’ll get a more focused response from your child’s teacher if you give her (or him) time to prepare for your talk. Ask to set up a 15-20 minute meeting either in the morning or after school at the teacher’s earliest convenience. (Morning may be preferable, as that way, neither of you will be tired from a full day of work.) Write down the points you want to discuss ahead of time to keep your meeting efficient and ensure you don’t forget anything.
If possible, try to set up your initial meeting shortly before the school year begins. It’s easier to start the year off on the right foot if your child has support in place from day one. Then, try to follow up with shorter meetings every few months (or as needed) to keep things running smoothly.
2. Ask the teacher if she has experience teaching kids with ADHD.
Though ADHD is one of the most common neurodevelopmental disorders in children, not all teachers have encountered kids with ADHD before, and many of them lack sufficient training in this area. As such, the first thing you should ask your child’s teacher is whether or not she’s taught a child with this condition before. If she hasn’t, you may need to educate her on the realities of living with ADHD.
Some teachers (like many laypeople) believe harmful myths about ADHD, while others simply don’t realize how broadly it affects kids’ social, emotional, and intellectual functioning. You’ll therefore need to explain that ADHD can manifest differently in different kids (e.g., not all children with this condition are disruptive or obviously hyperactive), and direct your child’s teacher to the informative online resources of your choice.
3. Discuss the specifics of your child’s condition.
Once you’ve familiarized your child’s teacher with the basics of ADHD, you can progress to talking about your child’s unique needs. Let the teacher know what behaviours she can expect to see, and describe any areas where your child differs from the standard portrayal of ADHD. For example, does your child tend to interrupt others when he wants to share his ideas? Does he need help staying organized and on track with assignments? Is he better at sitting still than most children with ADHD? How does his condition affect the way he manages and expresses his emotions?
4. Mention any supports that have worked for your child in the past.
If your child has accommodations in place, such as an Individual Education Plan, make sure you give your teacher a copy of the plan. Briefly review how the accommodations included in the plan help your child learn more effectively and moderate problem behaviours.
Not all kids with ADHD have (or require) a formal IEP. If this is the case for your child, talk about which informal classroom accommodations have proven effective with other teachers in the past. You can also share strategies you use to support your child at home, or strategies that have been recommended by your child’s therapist. Some examples of effective supports include adhering to a predictable schedule, using non-verbal cues to signal when your child has strayed off task (so he doesn’t feel embarrassed), and providing a cubicle-style desk to limit visual distractions.
5. Ask for the teacher’s feedback.
If your child’s teacher has experience teaching kids with ADHD, she may have useful suggestions of her own for providing support. Let the teacher know you value her insights, and ask her to contribute any ideas she has based on your child’s individual needs and symptoms. You can also share techniques that haven’t worked for your child in the past and ask the teacher what she would do differently. There may be a way to alter them to meet your child’s needs better.
The teacher may need to observe your child in the classroom before she can make informed suggestions. If this is the case, make sure you have a follow-up discussion a few weeks after the semester has begun.
6. Ask how you can help.
Before your meeting comes to a close, remind your child’s teacher that you’re happy to help in any way you can. Remember that teaching a child with ADHD can be challenging, especially for inexperienced teachers, and it’s easy for educators to become overwhelmed. Conveying a supportive, collaborative attitude early on is therefore a vital part of making sure the year progresses smoothly. Tell the teacher that she can reach out to you any time she needs to, and reassure her that you’ll do your best to resolve any problems that arise. Establish which communication method (email, phone, Skype, etc.) works best for both of you, and discuss when you’re most likely to be available.
Kids with ADHD have incredible potential. Their energy, creativity, and enthusiasm can fuel academic excellence, provided that they receive the tools and accommodations they need to manage their condition. By working closely with your child’s teacher, you’ll ensure your child enjoys the best of what education has to offer him. You’ll also create the right conditions for him to maximize his personal strengths while overcoming his limitations.
