Many students, whether they are diagnosed or not, struggle with symptoms of Attention-Deficit Hyperactivity Disorder (ADHD), but, despite their challenges, they’re still able to succeed in the classroom.
ADHD presents itself differently from person to person. People with ADHD struggle with organization, impulsivity, hyperactivity and forgetfulness. Even though the symptoms can differ drastically, ADHD is generally categorized into three types: Inattentive, Hyperactive-Impulsive and Combined. A child with Inattentive ADHD struggles to focus, whereas those with the Hyperactive-Impulsive type have no trouble paying attention, but struggle with hyperactivity and impulsivity. Combined type ADHD is the most common and includes all symptoms: inattentiveness, hyperactivity and impulsiveness.
Regardless of how a student’s ADHD presents itself, there are strategies and resources available to support them in the classroom. One resource for students with ADHD or students who demonstrate symptoms of ADHD is 504 plans. A 504 is a legal document allowing K-12 students to receive accommodations if there’s an educational discrepancy between them and their peers.
504 accommodations are personalized to students’ needs in the classroom. Accommodations like strategic seating and alternative testing locations help minimize distractions for students who struggle to focus. Extended time on tests is an accommodation that accounts for students who have a hard time staying on task. Frequent teacher check-ins ensure students with ADHD are completing all three steps required to finish an assignment: task initiation, comprehension and completion.
At Liberty, Shelby Bryce, (she/her), is the guidance counselor for all students with 504 plans.
“Our goal for every student with a 504 plan is ‘classroom success within a high school setting, and furthermore, empowerment for a successful post-secondary education and into adulthood,’” explained Bryce.
Though, not all students with ADHD have 504 plans. Elise McDonald, (she/her), 10, has found success without 504 accommodations.
“I set timers when doing school work to keep me on track,” said McDonald. “Sometimes I also ask my friends to sit with me while I’m doing my work. Just having them there helps hold me accountable to do my work.”
A big part of Bryce’s goal is to gradually wane students off their 504 plans.
“The goal, ultimately, is to help them graduate out of some of these accommodations so they can cope and thrive without a 504 [plan] in place,” said Bryce.
She noted that post-secondary institutions are not required to provide 504 accommodations to their students. Bryce hopes to help her students develop coping strategies and practices they can implement throughout their day to manage their ADHD. She also aims to give students the resources and skills they need to advocate for themselves when necessary.
Bryce encourages all students to take advantage of the “tier-one supports” that Liberty offers. Electives like Advancement Via Individual Determination (AVID), Iowa Jobs for America’s Graduates (iJag) and Success Center provide students with structured work time and the skills they need to be successful during and after high school. In these classes, students develop note-taking skills, close reading strategies, organizational techniques and other crucial study habits.
With or without an ADHD diagnosis, with or without a 504 plan, all students can be successful in the classroom and beyond.
