What is ADHD?

ADHD is defined by the core signs of inattention, hyperactivity and impulsiveness. There are three presentations of ADHD:

In a world that often demands unwavering focus, it’s important to recognise and appreciate the diverse ways in which our brains function.

“Neurodiversity” is a term that celebrates the unique thinking styles of individuals whose brains work differently from neurotypical individuals. It covers a wide range of differences, including autism, ADHD, dyspraxia, OCD, Tourette’s Syndrome, and difficulties with literacy and numeracy.

Neurodiverse individuals possess strengths that should be nurtured and challenges that should be met with effective support. Since every child is unique, each neurodiverse child experiences the world in their own unique way. It’s important to think about how approaching things differently can help reduce challenges and benefit your child in a neurotypical world.

ADHD ICEBERG

Many people might assume that ADHD simply looks like a hyperactive or defiant child. However, for those with ADHD, or for parents and professionals working with them, that’s just the tip of the iceberg. The image below explains some of the many challenges associated with ADHD. It’s important to remember that not everyone experiences the same symptoms.

ADHD symptoms

Children with ADHD may experience difficulties with tasks for several reasons:

1. Focus and attention problems: ADHD can make it difficult for children to concentrate on tasks that require precision, such as writing. They may rush or become distracted, leading to poor execution.
2. Impulsivity and motor control: Impulsivity can affect motor control, making it harder for children to control their hand movements. This can result in messy handwriting or difficulty using small objects.
3. Hand-eye coordination issues: ADHD can impair hand-eye coordination, making it challenging to perform tasks like cutting with scissors or using tools.
4. Delayed motor skill development: Some children with ADHD may experience delays in fine motor development, making it harder for them to perform tasks at the same level as their peers.
5. Academic struggles: Tasks like writing, cutting, and using a ruler can become difficult, which may affect classroom performance.
6. Self-Care challenges: Children may struggle with tasks like buttoning clothes, tying shoes, and feeding themselves.
7. Social and play difficulties: Fine motor skills are essential for playing games and interacting with peers, and children with ADHD may feel excluded if they can’t keep up.
8. Executive function: Executive function includes mental skills like working memory, flexible thinking, and self-control. Trouble with executive function can make it hard to focus, follow directions, and manage emotions, among other things.

Ways you can support:

1. Maintain a positive attitude:
   Focus on successes and victories, rather than emphasising the challenges or obstacles associated with ADHD.
2. Create and maintain structure:
   Establish a consistent, supportive routine so that your child knows what to expect every day.
3. Communicate rules and expectations:
   Children living with ADHD thrive on clear, simple rules and expectations that they can easily understand and follow.
4. Encourage movement and sleep.
5. Focus on social skills.
6. Engage help from school.

Typical school accommodations for a student with ADHD:

• Modified homework assignments, testing and deadlines.
• Use of helpful tools (calculator, tape recorder, computer and electric spell-checker).
• A behavioural plan or social skills training.
• Regular progress reports assessing behaviour and assignments.
• Peer or volunteer tutors, or working one-on-one with the teacher.
• Seating arrangements near the teacher and away from doors and windows.
• Increased collaboration between parents and teachers.
• Providing a note-taking partner for the student.

Why is it Important to raise awareness about ADHD?

Raising awareness about ADHD is not just something society should do; it’s a way for us to show that we care about including and understanding everyone.
Understanding ADHD is cruical because it helps create a supportive environment where everyone can thrive, regardless of their differences. Here are some key reasons why it’s important:

1. Reducing stigma: By raising awareness, we can break down stereotypes and misconceptions about ADHD. When society understands that it’s a neurodevelopmental condition – rather than just a personality trait or a result of laziness – individuals with ADHD face less discrimination and judgment.
2. Early intervention: Increased awareness can lead to earlier diagnosies and intervention for children and adults with ADHD. Early identification enables better management of symptoms and the development of coping strategies, ultimately enhancing overall well-being.
3. Supportive communities: Awareness fosters the creation of supportive communities that embrace neurodiversity. These communities provide safe spaces where individuals with ADHD can share their experiences, receive advice, and build connections with others who understand their challenges.
4. Access to resources: When ADHD is better understood, it often results in improved access to educational resources and accommodations in schools and workplaces. This helps individuals with ADHD thrive academically and professionally.
5. Mental health: Many individuals with ADHD also experience co-occurring mental health conditions such as anxiety and depression. Raising awareness can encourage timely mental health support and reduce the burden of untreated conditions.

It is important to acknowledge the challenges faced by individuals with ADHD, while also celebrating the unique abilities and talents they bring to our communities. Many individuals with ADHD possess incredible creativity, boundless energy, and offer fresh perspectives on the world.

By understanding, accepting, and supporting individuals with ADHD, we can enhance our communities and create a more inclusive world where everyone has the opportunity to thrive. Embracing neurodiversity enriches human cognition and fosters an environment where diverse strengths are valued.

Feel free to contact us to know more.

Sources:

1. DuPaul, G. J, Ph.D. and Stoner, G., Ph.D. (2004). ADHD in the Schools, Second Edition: Assessment and Intervention Strategies. New York, NY: Guilford Press.
2. (Iseman, J., Silverman, S., and Jeweler, S. (2010). 101 School Success Tools for Students with ADHD. Waco, TX: Prufrock Press, Inc.
3. Monastra, V. (2004). Parenting Children With ADHD: 10 Lessons that Medicine Cannot Teach. Washington, D.C.: American Psychological Association.
4. Rief, S.F. (2005). How to Reach and Teach Children with ADD/ADHD: Practical Techniques, Strategies, and Interventions. San Francisco, CA: Jossey-Bass.
5. Silverman, S.M., Iseman, J. S., and Jewler, S. (2009). Waco, TX: Prufrock Press, Inc.
6. https://www.empoweringparents.com/article-categories/conditions-diagnoses/adhd-add/page/2/
7. https://www.additudemag.com/category/blog/
8. https://assets.nationbuilder.com/aeceo/pages/2524/attachments/original/1705679522/eceLINK_Winter_2024_Including_the_Voices_of_Children_with_ADHD.pdf?1705679522