Chapter 6: ADHD
Introduction
Most people recall a time when they had difficulty concentrating, focusing, or listening. Most of us remember daydreaming in various situations, then “catching ourselves” and reminding ourselves to pay attention. These behaviors are part of the typical human experience. However, some children, adolescents, and adults struggle with persistent and pervasive attention problems. Over the years, this difficulty has had various names and descriptions. Symptoms of ADHD were first recognized over 100 years ago. In 1902, the medical field began documenting children exhibiting inattentiveness, impulsivity, and hyperactivity symptoms. Since then, the disorder has been given numerous labels, including minimal brain dysfunction, hyperkinetic reaction of childhood, and attention-deficit disorder with or without hyperactivity (Hallahan et al., 2019).
Today, these symptoms are called Attention-Deficit/Hyperactivity Disorder (ADHD), a neurobehavioral disorder characterized by core symptoms of inattentiveness, distractibility, hyperactivity, and impulsivity. ADHD begins early in childhood and may persist throughout life. ADHD occurs not only in school-age children, but also in preschool-age children, adolescents, and adults (Milich & Roberts, 2023). Yet, despite facing some challenges, children with ADHD have many strengths and positive attributes such as creativity, hyperfocus, enthusiasm, intuition, and spontaneity (Bunford et al., 2015; Faraone et al., 2003; Jacobson et al., 2011; Kramer et al., 2009; Kofler et al., 2013; López-Vicente et al., 2014; Sibley et al., 2014; White et al., 2018).
Many children with ADHD find it difficult to focus on tasks and follow instructions, and these characteristics can lead to problems in school and at home. In particular, schools are typically designed with a “one-size-fits-all” approach to education. Students are expected to sit still for long periods, focus on one task at a time, and follow a rigid schedule. However, this environment can be particularly challenging for students with ADHD, who often struggle with sustained attention, organization, and impulse control. These children can struggle to comply with adults’ instructions despite their best intentions, and they are then labeled as “problem children” and “rule breakers.” This deficit lens robs children of their dignity and breaks their spirit. Historically, people viewed these children as willfully noncompliant due to moral or motivational defects (Hallahan et al., 2019).
However, scientists now know that the noncompliance observed in children with ADHD can be explained by several factors, including neurological dysfunction (Milich & Roberts, 2023). Yet, a deficit lens still permeates educational spaces in which students with ADHD and those with a host of other differences are identified for what they “can’t do” instead of for who they indeed are and what they are capable of. In the end, the issue is not about students with ADHD. Instead, it is about how many education systems are not set up to fully maximize the potential of students with ADHD, which can lead to academic struggles, low self-esteem, and behavioral issues (Hallahan et al., 2019).
Throughout this chapter, we will learn about students with ADHD and the impacts on their development and school success, including the role of medication, trauma, intersectionality, and proper identification and support. We will process our learning through several case studies, including the experience of “Elsa,” an elementary student. At different points, we will pause and revisit Elsa’s story as we apply concepts. Then, at the end, “Ed,” a middle school student, will be introduced, and we will also apply concepts to support their success.
As we move in and through this chapter, I urge you to imagine your future students with ADHD through the lens of Gholdy Muhammad, a leading educator and scholar of culturally responsive pedagogy. In her recent book, Unearthing Joy, A Guide to Culturally and Historically Responsive Teaching and Learning (2022), Gholdy shares, “I have never met a child without genius, but I have met children who come to my classroom feeling discouraged by past teachers who have focused on failure rather than growth” (p.15). Instead, what is their genius?