Creating Inclusive Classrooms for Students with ADHD
Evidence-based, classroom possible strategies for teachers and school leaders.
Available Online, Self-paced, and In-person.
Students with ADHD do not choose how and when their symptoms present, but in the classroom, having ADHD can dramatically and negatively impact their success. Students might be out of their seats, struggle to get started with classwork, interrupt teachers and peers, fidget constantly, or struggle to pay attention in the same way as their neurotypical peers. Often, the adults who care for students with ADHD have grown-ups who may be reluctant to seek a formal diagnosis or start a formal treatment plan. Even worse, establishing support and accommodations through an Individualized Education Plan or a 504 plan can take months, and that happens only with a thoroughly supportive team.
The consequences of not providing students with ADHD appropriate accommodations and support in class are both moral and practical. Knowing how to support students with ADHD effectively is essential to creating inclusive classrooms. When students need help, effective schools meet their needs.
The practical consequence of not creating inclusive classrooms to support students with ADHD is that symptoms of ADHD continue to impact everyone. Learning suffers, and teacher burnout and compassion fatigue increase as they are asked to meet ever-increasing needs without evidence-based, classroom-possible support.
Students with ADHD can be (and typically are) exceptionally successful at school, provided school adults are equipped to understand them.
“Creating Inclusive Classrooms for Students with ADHD” is the perfect training opportunity for any teacher, counselor, social worker, or school leader who has ever asked for support for a student with ADHD and been told:
- Try a sticker chart,
- Collect 6-8 weeks of data, or
- The student isn’t eligible for support because [true reason that still leaves you without answers].
Learn what ADHD is and what the research says schools can do to support students with ADHD–even if families elect not to pursue a formal treatment plan.