It is often the case that ADHD is difficult to diagnose in children because hyperactivity, endless amounts of energy, and difficulty controlling behaviour are mostly the norm. It is also highly likely that a child with ADHD symptoms will be picked up in the school setting, one where all children are expected to sit still, listen in class, and follow the rules. For children with ADHD, feeling the need to shout out answers, run around the classroom or not pay attention isn’t something they will “grow out of in the future” but something uncontrollable to them, and seemingly in control “of” them.
Many teachers today must play numerous roles in the school setting, beyond merely delivering a lesson, one of their responsibilities being observing and identifying potential learning challenges in their students. In the UK today, around 89% of teachers have taught or currently teach pupils with ADHD, and considering children spend an average of 32.5 hours per week in the classroom, teachers can certainly learn a thing or two about their students.
What are the Main Symptoms of ADHD within the School Setting?
ADHD is a neurodevelopmental disorder that refers to a pattern of behaviour, affecting the child in most situations and is evident from an early age, persisting into adolescence and adulthood. The core symptoms of ADHD within a classroom setting are:
Hyperactivity and Impulsivity.
Excessively talking and often interrupting others, shouting answers out without putting a hand up as asked.
Constantly fidgeting, unable to sit still specifically in calm or quiet situations and excessive physical movement.
Difficulty concentrating on tasks.
Seeming to act without thought of consequences.
Little or no sense of danger.
Being unable to wait their turn.
Finding it Difficult to Concentrate.
Inability to stick to tasks they find boring or time-consuming.
Making careless mistakes in their work.
Finding it difficult to listen to instructions and carry them out.
Having a short attention span and being easily distracted.
Needing to constantly change activity or task.
Organising themselves or the task.
Losing things frequently and being forgetful.
It is common for most children to fall into these categories purely due to their age, but in terms of ADHD, these types of traits are known as combined ADHD. They could also have issues with concentration but not hyperactivity or impulsivity, meaning they have Predominantly Inattentive ADHD, or ADD (attention deficit disorder), and vice versa.
What Role Do School Teachers Play in the Diagnosing of ADHD?
Teachers spend a significant amount of time interacting with children in the classroom, making them frontline observers of behavioural patterns. ADHD symptoms are usually noticeable in children by the age of 6, once a child has settled into the routines of school life, so it is often easier for teachers to see the difference between children who find the school setting easy and others who find it difficult to pay attention, sit still, and follow other classroom rules.
Teachers cannot diagnose ADHD but their role in the process is observing the child alongside other children with a similar developmental age and if they notice differences such as they struggle to make/keep friendships, interrupt conversations regularly and shout out in class, have difficulty keeping up academically, and is often the victim of bullying or is the bully, they should speak to the Head Teacher, the Special Educational Needs Coordinator, and the child’s parents.
How Can the Classroom Environment Impact ADHD?
Removing distractions and creating as calm and stress-free of an environment as possible creates the best conditions for a child with ADHD to work in. Keeping them as close to the teacher as possible to enable discreet interaction can help them stay on task, and away from large clusters of children on numerous tables. Allowing the child to stand for some of the lesson can help with focus, as long as it is not a distraction for others. Also, an optimistic, non-judgemental team approach between teachers, SEN coordinators, and parents is essential.
Help Your Child Thrive: How a Private ADHD Clinic in Manchester Can Help
Diagnosing ADHD is a collaborative effort that includes open communication between all involved. Your child’s diagnosis will likely come from a trained professional such as a psychiatrist, paediatrician, psychologist or counsellor and once identified, teachers can implement support strategies in the classroom. It is also important for teachers to help promote understanding of ADHD, reduce the stigma attached to it, and foster a supportive and inclusive classroom culture.
If you think your child may have ADHD, it is important to act quickly. Your first port of call is to speak to your child’s teacher and if they report back with concerns then speaking with an ADHD clinic such as Beyond, a private ADHD clinic in Manchester, may be the best route to take.
The NHS often has incredibly long wait times, so speaking with Beyond to gain an ADHD assessment will ensure your child gains the support they need as quickly and efficiently as possible. Our private ADHD clinic in Manchester provides a comprehensive path from ADHD assessment through to diagnosis, treatment and Beyond.
If you would like to speak to one of Beyond’s friendly and personal team about obtaining an ADHD assessment for your child, you can get in touch here.
