Category Archives: ADHD

Student Perspective: Creating a Safe Environment for Students with Learning Differences

Creating a safe classroom environment for students with learning differences can have a lasting positive impact on their educational experiences. This post is part of a series that highlights student perspectives around learning and executive function in the classroom. 

One critical aspect of every student’s learning experience is the classroom environment created by the teacher. Every teacher has a different classroom environment, and some may be a better fit for certain students. In my post, I will highlight the factors that I find critical in creating a positive and inclusive classroom environment for students with learning differences. 

Encourage Positive Self-Talk

Within a classroom, it is vital to encourage positivity. In many classrooms, teachers either encourage or don’t discourage people with executive function disorders to be demeaning to themselves. This can lead to other students in the class feeling that it is acceptable to be demeaning to these students as well.

There were many students in my English class with dyslexia and ADHD. My teacher created an environment where these students constantly called themselves ‘dumb’ or ‘stupid.’ Then students without learning differences in the class called someone ‘dumb’ because they could not perform a ‘normal’ English task like spelling words. Other students called a boy with ADHD highly disruptive because he forgot to take his medication. When I expressed to my teacher that I felt uncomfortable with my classmates calling each other ‘dumb’ because of their neurodiverse identities, she dismissed my claim and said it is just normal teenage behavior.

Discourage Negative Talk about Intelligence

As a teacher, if you want to foster a healthy classroom environment, you must try to discourage negative talk about students’ intelligence. It harms the students in the class who have learning differences for two reasons. First, it can make them think they are stupid for having a learning difference. Second, a negative classroom cannot foster learning.

Teachers need to help neurotypical students realize it’s not ok to make fun of the kids with learning differences. When you want to discourage this type of negative behavior, it isn’t effective to tell students to stop within the classroom. If you do, students with learning differences may have more negative thoughts about themselves. Instead, you should talk to the student one-on-one outside of class time to try to find out why they feel they are dumb and help them realize that they are just as intelligent as everyone else in their classes. 

To read more student perspectives, check out the Real-Life Experiences with Remote Learning series. If you are interested in building your executive function toolkit, join us for the Executive Function Summer Summit (July 27th, July 29th, August 3rd, and August 5th).

  • C. Solomon, Student Contributor

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

Student Perspective: The Need to Preview Material

Incorporating executive function strategies into your curriculum can make a big difference for students. This post is part of a series that highlights student perspectives around learning and executive function in the classroom. 

As a learner, it’s hard for me to finish assignments or do them correctly if I don’t know why I’m doing them. It is important for teachers to take time to preview material and explain the purpose behind assignments. Here are a couple of examples.

Preview Upcoming Topics

At the beginning of each trimester, it is beneficial to go over what the class will be studying. Many teachers try to do this, but in my experience, they don’t go in-depth enough. I would encourage teachers to give students more background information.

For instance, if you’re teaching about World War II in history class, tell students many aspects of what they will be studying instead of just telling them they will be covering World War II. Doing this helps students understand the scope of the material they will be covering in class and slowly eases them in, making them feel they have more control in the classroom. It’s also good for students to know what to expect once they get to the topic because it will seem less overwhelming than just jumping right in.

Preview Large Projects

It is also helpful to preview material before a large project. When introducing a new project to a class, it is essential to explain to students why the project is important. If students do not understand the reasoning behind the project, they may feel that the project is not relevant to them.

Another important step is to outline what the project should look like. While it may be difficult to present guidelines for more open-ended projects, it is vital for people who struggle with executive function.

Before you formally teach a topic or introduce new material, make sure your students have a brief understanding of what lies ahead so they won’t feel overwhelmed when they get to that topic. Previewing material can ensure that students are better prepared to complete their work and turn in higher-quality assignments.

To read more student perspectives, check out the Real-Life Experiences with Remote Learning series.

  • C. Solomon, Student Contributor

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

Fidgeting and Executive Function

Students love to fidget, right? From fidget spinners to Rubik’s cubes to doodling, there is almost an entire industry dedicated to keeping students’ hands busy. But fidgeting is more than that; fidgeting might also help support executive function.

Fidgeting and the Brain

A recent study, led by Justin Fernandez at Auckland Bioengineering Institute (ABI), is reinforcing the benefits of fidgeting. While the study looked at the brains of people with ADHD specifically, these findings have important implications for acknowledging how students actually learn, especially when it comes to executive function.

The study found that, when the subjects were allowed to fidget, the blood flow to the prefrontal cortex increased. The prefrontal cortex is the seat of your brain’s executive function processes. We all know that executive function is essential for successful learning, so the importance of fidgeting must be recognized.

Viewed in this light, fidgeting deserves another look. Seeing students doodling or tapping away with their pencil is often interpreted as being off task. However, if fidgeting is a way to power up the brain, then perhaps fidgeting is adaptive, a part of the problem-solving process.

Fidgets for All

While many students with ADHD have access to fidgets in their 504 plans, all students can benefit from well-timed fidgeting. The need to fidget is universal, especially during remote or hybrid learning. From a movement break or a quick doodle to fidget toys like the Fidgi Pen, there are many ways to let your students fidget. (Does note-taking count as a fidget? We like to think so.)

Use Fidgets Productively

Of course, a fidget free-for-all can be pretty distracting (some teachers might still have a few confiscated fidget spinners in their desk drawer). Take time to teach students how to use fidgets productively. Talk about the best time to fidget or what kinds of activities are less distracting to others. Help students see fidgeting as a productive step in completing their work instead of something to hide when the teacher looks your way.

  • Michael Greschler, M.Ed., SMARTS Director

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

15 Relatable ADHD Memes to Brighten Your Day

ADHD makes life hard for students, teachers, parents, everyone! While executive function strategies can help students succeed, sometimes students with ADHD are going to have a tough time. That’s when it is important to let off steam and remember that others face similar ADHD challenges. Here are some of our favorite funny ADHD memes that will hopefully help you, or someone you know, have a good laugh and know that they are not alone.

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We hope that these make you laugh! What are your favorite ADHD memes? Let us know in the comments.

  • Elizabeth Ross, M.A., SMARTS Media Manager

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org