News | Solving the ADHD Puzzle
Andrew Hayes, recently had an article published in the learning difficulties Australia National education Journal. As an ICF member aligned with the WA Branch, a credited ADHD Coach and teacher, Andrew share valuable insights for teachers and families in supporting students with ADHD.
You can read the full article below.
1 of 3
Volume 56, No 2, August 2024 | 9
LDA Bulletin | Solving the ADHD Puzzle: Unveiling Little-Known Strategies for Classroom Success
Andrew Hayes
In today’s media landscape, ADHD
related stories are seemingly
everywhere. Reports related to
ADHD often spotlight schools
struggling to cope with students out
of control and the masses of teachers
leaving the profession because they are
struggling to manage behaviour in the
classroom. The media often attributes
this issue to the fact that many children
wait months for a diagnosis due to the
daunting wait times see a Paediatrician.
However, it could be argued that these
topics are casting a shadow over a more
immediate and actionable concern: the
lack of attention and awareness given to
the essential classroom strategies that
can support children with ADHD. As
ADHD prevalence rises, many parents
and teachers seem to lean heavily on the
reliance of medication as a quick fix to
make the symptoms of ADHD and many
of the stresses and problems associated
with it, simply go away. However, it’s not
quite that simple, while medication can
help, even children who are medicated
continue to experience challenges
within a classroom setting. As such,
there is more to this puzzle, a puzzle
that has a large, ignored piece just
waiting to be placed in the right position.
They are overlooking the critical piece
labelled, ‘tailored teaching methods’.
If acknowledged and implemented
correctly this piece can have a profound
impact on children with ADHD in
achieving success and disruptive
behaviours being reduced.
This theme was highlighted in a recent
encounter I had with a graduate teacher
who was celebrated for her organisation,
fancy classroom with Pinterest-
inspired laminations, and impeccable
punctuality. Despite her many strengths,
she was struggling greatly with her
students diagnosed with ADHD;
unaware of what ADHD truly entailed,
let alone the strategies available to her
teaching practice that can support
these students. Furthermore, it became
apparent that her colleagues were
additionally unable to offer her much
support as they too seemed to be as she
termed it ‘’winging it’’. Her experience
underscores a significant reality
experienced by many teachers across
Australia, the lack of adequate training
for teachers in supporting students with
ADHD (Strelow, et al.,2021). There is a
lack of training available for both pre-
graduate students and those already
practising. Due to this lack of training,
many teachers lack insight into how best
to assist these students to thrive.
Attention Deficit Hyperactivity Disorder
(ADHD) is a neurodevelopmental
condition that affects a significant
proportion of the student population
in Australia. According to various
studies, the prevalence of ADHD among
children in Australia is around 7.7% to
9.3%. (Salari, 2023) Well documented
symptoms of ADHD include attention
regulation,
hyperactivity,
and impulsivity.
These symptoms
can make
traditional
classroom
settings
particularly
challenging for
overwhelmed
teachers already struggling to cope
with a multitude of challenging
classroom related factors including
allergy management, rising compliance
protocols and mental health issues.
This rescue kit disguised as a feature
article explores the key strategies that
teachers can use to support students
with ADHD. This article aims to equip
teachers with skills to ensure these
students receive the support they need
right now and allow teachers to feel that
they are meeting an important need.
In this article, I will focus particularly
on how cognitive load affects students
with ADHD and will suggest several key
strategies that could be implemented
to mitigate its impact and greatly
enhance both the teaching experience
and academic success of students with
ADHD. In their book, Sweller, Ayres, and
Kalyuga (2011) provide an in-depth
analysis of cognitive load theory. They
discuss a variety of developmental
factors that can exacerbate cognitive
load which in simple terms is the
amount of mental effort being used
in one’s working memory at any one
moment in time.
Solving the ADHD
puzzle: Unveiling little-
known strategies for classroom
success
From the Bulletin
Learning Difficulties Australia
www.ldaustralia.org
LDA Bulletin | Solving the ADHD Puzzle: Unveiling Little-Known Strategies for Classroom Success
Andrew Hayes
In today’s media landscape, ADHD
related stories are seemingly
everywhere. Reports related to
ADHD often spotlight schools
struggling to cope with students out
of control and the masses of teachers
leaving the profession because they are
struggling to manage behaviour in the
classroom. The media often attributes
this issue to the fact that many children
wait months for a diagnosis due to the
daunting wait times see a Paediatrician.
However, it could be argued that these
topics are casting a shadow over a more
immediate and actionable concern: the
lack of attention and awareness given to
the essential classroom strategies that
can support children with ADHD. As
ADHD prevalence rises, many parents
and teachers seem to lean heavily on the
reliance of medication as a quick fix to
make the symptoms of ADHD and many
of the stresses and problems associated
with it, simply go away. However, it’s not
quite that simple, while medication can
help, even children who are medicated
continue to experience challenges
within a classroom setting. As such,
there is more to this puzzle, a puzzle
that has a large, ignored piece just
waiting to be placed in the right position.
They are overlooking the critical piece
labelled, ‘tailored teaching methods’.
If acknowledged and implemented
correctly this piece can have a profound
impact on children with ADHD in
achieving success and disruptive
behaviours being reduced.
This theme was highlighted in a recent
encounter I had with a graduate teacher
who was celebrated for her organisation,
fancy classroom with Pinterest-
inspired laminations, and impeccable
punctuality. Despite her many strengths,
she was struggling greatly with her
students diagnosed with ADHD;
unaware of what ADHD truly entailed,
let alone the strategies available to her
teaching practice that can support
these students. Furthermore, it became
apparent that her colleagues were
additionally unable to offer her much
support as they too seemed to be as she
termed it ‘’winging it’’. Her experience
underscores a significant reality
experienced by many teachers across
Australia, the lack of adequate training
for teachers in supporting students with
ADHD (Strelow, et al.,2021). There is a
lack of training available for both pre-
graduate students and those already
practising. Due to this lack of training,
many teachers lack insight into how best
to assist these students to thrive.
Attention Deficit Hyperactivity Disorder
(ADHD) is a neurodevelopmental
condition that affects a significant
proportion of the student population
in Australia. According to various
studies, the prevalence of ADHD among
children in Australia is around 7.7% to
9.3%. (Salari, 2023) Well documented
symptoms of ADHD include attention
regulation,
hyperactivity,
and impulsivity.
These symptoms
can make
traditional
classroom
settings
particularly
challenging for
overwhelmed
teachers already struggling to cope
with a multitude of challenging
classroom related factors including
allergy management, rising compliance
protocols and mental health issues.
This rescue kit disguised as a feature
article explores the key strategies that
teachers can use to support students
with ADHD. This article aims to equip
teachers with skills to ensure these
students receive the support they need
right now and allow teachers to feel that
they are meeting an important need.
In this article, I will focus particularly
on how cognitive load affects students
with ADHD and will suggest several key
strategies that could be implemented
to mitigate its impact and greatly
enhance both the teaching experience
and academic success of students with
ADHD. In their book, Sweller, Ayres, and
Kalyuga (2011) provide an in-depth
analysis of cognitive load theory. They
discuss a variety of developmental
factors that can exacerbate cognitive
load which in simple terms is the
amount of mental effort being used
in one’s working memory at any one
moment in time.
Solving the ADHD
puzzle: Unveiling little-
known strategies for classroom
success
From the Bulletin
Learning Difficulties Australia
www.ldaustralia.org
Download PDF
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