Supporting ADHD children and adolescents at school

What are the symptoms of ADHD?

ADHD symptoms can vary greatly from person to person, but they can be grouped into three main categories:

• Inattention : Difficulty concentrating on a task, frequent forgetfulness, easy distractions, organizational problems, avoidance or aversion to tasks requiring sustained attention.
• Hyperactivity : Excessive restlessness, inability to sit still, talking excessively, always "on the go" or in constant movement.
• Impulsivity : Difficulty waiting one's turn, impulsive responses, frequent interruptions from others.

How is ADHD diagnosed? 

Diagnosing ADHD is not simple and does not rely on a single test. It requires a complete assessment including:

• Clinical history : This involves collecting information on the presence and duration of symptoms, as well as their impact on the individual's daily life.
• Observation : Health professionals can observe the person's behavior in different settings, for example at school or at work.
• Questionnaires and rating scales : There are several standardized tools that help quantify and characterize symptoms.
• Exclusion of other conditions : It is crucial to exclude other medical or psychological conditions that could mimic or contribute to ADHD symptoms.

It is important to note that ADHD is a disorder that can coexist with other conditions, such as mood disorders, anxiety disorders, learning disabilities, among others.

What does an ADHD diagnosis change? 

Early recognition and diagnosis of ADHD is essential to providing appropriate support and effective interventions. Successful treatment may include a combination of behavioral therapy, parental education, modifications at school or work, and, in some cases, medication. With the right support and resources, people with ADHD can succeed and lead fulfilling lives.

ADHD, or Attention Deficit Hyperactivity Disorder, is a neurodevelopmental disorder that affects both children and adults. However, it is particularly noticed and diagnosed during childhood, especially during the school years when demands for attention, concentration and behavior are higher. Individuals with ADHD may encounter several challenges at school.

Attention difficulties

Students with ADHD may have difficulty concentrating for long periods of time, especially when the subject is not intrinsically interesting to them. This can lead to problems keeping up with lessons or completing homework and projects.

Impulsiveness

Some students with ADHD may act without thinking, which can lead to rushed responses to questions, interruptions during lessons, or difficulty waiting their turn during group discussions.

Hyperactivity

Although not all children with ADHD are hyperactive, those who are may have difficulty sitting still, listening quietly, or behaving in expected ways in a school setting.

Organizational problems

Organizational skills can be a challenge for people with ADHD. This can mean forgotten homework, misplaced school supplies, or difficulty structuring their time.

Social difficulties

Due to impulsivity or unexpected behavior, some children with ADHD may have difficulty forming or maintaining friendships.

Self esteem

Due to negative reactions from teachers, peers, and sometimes even parents, the child with ADHD may develop low self-esteem, thinking they are "bad" or "incapable."

Learning difficulties

Although ADHD is not a learning disorder itself, it can coexist with other problems such as dyslexia, which can further complicate the learning process.

It is crucial that educators, parents and healthcare professionals recognize these challenges in order to provide the necessary support. Accommodations, such as frequent breaks, use of adapted teaching materials, or individualized teaching techniques, can help students with ADHD succeed in school.

How to understand and support ADHD with a systemic approach?

ADHD (Attention Deficit Disorder with or without Hyperactivity) is a neurodevelopmental disorder that manifests itself by difficulty maintaining attention, impulsivity and, in some cases, hyperactivity. These symptoms can interfere with academic performance and social interactions.

Systemic support focuses on the way in which individuals interact with their environment and the dynamics within the systems (family, school, etc.) in which they operate. The systemic approach to helping students with ADHD at school involves considering the entire educational system around the child and the interaction between all its elements.

Here are some key elements of systemic support for students with ADHD

Collaboration

Involve all relevant stakeholders in care: teachers, parents, education specialists, psychologists, doctors, etc.

Understanding the student

Rather than seeing the child as the only problem, it is essential to understand how their behavior fits into the broader context of school and home.

Educational adaptations

Implement appropriate teaching strategies, such as frequent breaks, visual and tactile teaching methods, or more structured classrooms.

Effective communication

Ensure fluid communication between home and school to ensure consistency of interventions and expectations.

Teacher training

Train teachers to understand ADHD, its manifestations and best practices for responding to it.

Emotional support

Recognize and address feelings of isolation, frustration, or low self-esteem that students with ADHD may experience.

Multi-level interventions

The systems approach may require interventions at different levels, for example individual therapies for the student, counseling sessions for the family, support groups for teachers, etc.

Positive reinforcement strategies

Use positive reinforcement techniques to encourage desired behaviors and help the student recognize and value their successes.

Flexibility

Recognize that each child and each system (classroom, school, family) is unique, and be prepared to adapt interventions accordingly.

Systemic support for students with ADHD recognizes that the difficulties encountered by these students are not isolated, but are linked to interactions between the child and his environment. By addressing the issue at different levels and involving all stakeholders, this approach provides a more holistic and effective perspective for supporting these students at school.

Is there training in the systemic approach for teachers to support ADHD at school? 

From February 2024, teachers, school professors and all those involved in the world of education (parents, psychologists, nurses, educators, association leaders, etc.) will be able to follow the new DU Strategic Systemic Approach for Education ( ASSED) set up by the University of Paris 8 and LACT. Delivered by specialists in the systemic approach in the education sector, this training allows you to acquire the tools of the systemic and strategic approach to solving psychological and relational problems. This approach is particularly effective in the fields of education and makes it possible to identify and stop the dysfunctional processes which often take place between the child and his environment (at school and/or at home), maintain or aggravate a situation that is often paralyzed within a rigid framework. It makes it possible to deal with problems such as school bullying, difficult situations with atypical children, to avoid dropping out of school and the onset of psychological disorders in the child but also in the accompanying person, who, faced with their inability to act, can lose confidence and sink into depression or burnout. This course addresses the management of conflict situations but also certain disorders such as attention disorders, DYS, hyper, ASD, ADHD, as well as disorders affecting teachers, depression, burnout, loss of self-confidence, etc.  

Who is the DU University Paris 8 /Lact Strategic Systemic Approach to Education for?

This training is aimed at people wishing to strengthen and diversify their skills as stakeholders in the world of education (teachers, school leaders, parents of students, association leaders, sports association staff, school psychologists , guidance counselors, school mediators, doctors,

nurses, psychotherapists, educators, police officers, SPIP, justice assistants, child protection personnel, etc.).

Read also:

• The indirect approach in schools: helping parents and teachers to help children
• the strategic systemic approach in the school environment
• "Authority and leadership": testimony from Etienne FARRELL, School Principal
• Harassment and strategic communication at school by Marie QUARTIER
• Dealing with resistance to change - THE CASE OF SCHOOL DIRECTORS by Claudette PORTELLI

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