AD(H)S and school
ADHD and school are two things that don’t go together well. Teachers often face a variety of different problem areas in their classrooms in deteriorating school conditions.
AD(H)S is just one problem they have to deal with. Legasthenia, dyscalculia or inclusion are issues that teachers have to deal with. Often without support.
ADHD and school can be difficult
They are supposed to meet the individual needs of their students, but they do not receive internal, continuous and high-quality support from their “employer”.
When it come to ADHD and school, teachers are still often overwhelmed, ill-informed and helpless. Teachers are not to blame.
High burden on teachers at AD(H)S and school
Teachers are exposed to a wide range of psycho-social problems of pupils, in addition to their task of teaching learning materials, for which they receive little support. Overwork, anxiety, helplessness, stress and demotivation can be the consequences.
AD(H)S and school is just one problem that teachers have to deal with. The demands on educators are enormous.
It is not possible to rewind an individual and optimal support programme for each of the approximately 25 to 30 different children in a school class. The expectations of a teacher in themselves must not become unrealistic. External support makes sense for ADHD and school.
Help is available for parents through the Youth Office and for teachers through the SBZ (Special Educational Counselling and Support Centre).
How teachers can react at AD(H)S
The bad reputation precedes hyperactive children. Therefore, it is necessary to treat them as impartially as possible, but to observe them closely from the beginning and to describe their behaviour in detail. Find out: What experiences have other teachers already had? In which situations did the student particularly notice? Which measures have been tried and with what success? What has been agreed with parents so far?
Hyperactive children depend on external structures. Ritual greetings and farewells, as well as daily schedules written on the board before class, are an important guide for them.
Rules yes, but in moderation
Limit yourself to a few but important rules. These should be adhered to consistently. Hyperactive children require a lot of patience. Therefore, even if it is difficult, you should definitely repeat rules without getting loud or screaming. Admonitions often only help for minutes.
Hyperactive children and adolescents have a depressed self-esteem. Therefore, above all, you need encouragement and someone who believes in them. The children notice when they have been “written off”. This does not contribute to better performance.
Make a positive list
Write down the positive properties you notice in hyperactive students. Only through such writing – and the occasional reading – is there a chance to develop positive feelings for these children. Incorporate games into the classroom that take these skills into account.
As long as the class or another child does not suffer excessively from disruptive behavior, ignoring clowning is often more effective than constant admonition.
Take advantage of all the opportunities that can help solve the problems. In addition to counselling teachers and school psychologists, it is also useful to work with extracurricular services. However, cooperation with educational counselling centres, youth services, doctors, clinics and therapists requires the written consent of the parents.
Typical behavioural patterns of an AD(H)S child in the classroom
The typical behaviors of affected children are exhausting and cost the teacher strength. AD(H)S and school are therefore quickly becoming a major problem. You can find more information on this topic in these non-fiction books by Dipl. Päd. Uta Reimann-Höhn.
Typical for AD(H)S and school are
Impulsivity: Child talks to himself, disturbs others by heckling, can’t wait until called, acts rashly, reacts rashly and sometimes aggressively, says offensive things without thinking about it.
Inattention: Child is distracted very quickly, cannot concentrate for long, can’t find the right book page, crawls forever, listens only half-on, often forgets or loses something, does not finish anything, does not know the timetable, can’t remember the homework.
Hyperactivity: Child is constantly in motion, does not sit still for long, falls off the chair, makes noises, moves uncoordinated, often pushes himself, throws things over, values his power incorrectly, draws no line between own and foreign school things, self-stimulation by scratching, biting, etc., bad typeface, motor problems.