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Marshie Feinstein

English 1201.504

Professor Rebecca Morean

25 July 2021

Research Assignment

There is a large misconception that ADHD is an inconvenience and a bother, and people

who have been diagnosed with ADHD cannot succeed. However, this needs to be debunked.

Education allows for students with ADHD to succeed, but how? How does the American

education system allow for students with ADHD (Attention deficit hyperactivity disorder) to

succeed in the classroom? Upon research, I have concluded that there are multiple ways the

education system helps students with ADHD. The key points of this paper are to discuss the

benefits of an early diagnoses, be aware of the negative effects of an undiagnosed person who

has ADHD, analyze the health and what common health issues in school are regarding ADHD,

and to be aware of the positive and negative actions of the education system taken when

educating, motivating and encouraging a student with ADHD. There are multiple ways in which

the American educational system allows for students with ADHD to succeed in the classroom,

including lesson plans, social and mental health help, in addition to planning which caters a

child’s specific needs..

First, the history of ADHD can be traced to British pediatrician Sir George Still, who

examined ADHD and came to the conclusion that, “...some affected children could not control

their behavior the way a typical child would, but they were still intelligent” (Still). This is

reflective of the demographic in schools, which plays an important role in the treatment,
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assistance and social status of students with ADHD. Students with ADHD are misunderstood and

uneducated or “stupid.” However, as stated by Still, students with ADHD are intelligent.

When discussing ADHD, it is important to recall the health side of things. For example,

the CDC defines students with ADHD as, “Children with attention-deficit/hyperactivity disorder

(ADHD) experience more obstacles in their path to success than the average student. The

symptoms of ADHD, such as inability to pay attention, difficulty sitting still, and difficulty

controlling impulses, can make it hard for children with this diagnosis to do well in school”

(CDC). ADHD affects every student differently, and those who have been diagnosed at an early

age are at an advantage as far as IEP's and other lesson-planning tactics are concerned. However,

all students with ADHD, despite the time of diagnosis, have strengths which are often

unaccounted for as a result of the focus being on behavior.

For students with or without a diagnosis in their primary school years, education can be

challenging, however, especially difficult to those untreated. While a late diagnosis is most

common in those who are ages 18-44, according to “Medical News Today,” this still plays a

large role in the effect of not being diagnosed in earlier years. Most people who are not

diagnosed before or during high school become self-conscious and insecure about their

undiagnosed symptoms, often left questioning why they cannot seem to succeed the same way

their peers without ADHD can. According to Medical News Today, “low self-esteem,

depression, anxiety and difficulty in relationships” are common feelings of those who have not

been diagnosed early-on. However, there are steps taken to assist, motivate, inspire and

encourage those who have been diagnosed.

The American educational system takes multiple courses of action to assist their students

with diagnosed ADHD, such as “Keeping a set routine and schedule for activities, Using a
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system of clear rewards and consequences, such as a point system or token economy, Sending

daily or weekly report cards or behavior charts to parents to inform them about the child's

progress, Seating the child near the teacher, Using small groups for activities, Encouraging

students to pause a moment before answering questions, Keeping assignments short or breaking

them into sections, Close supervision with frequent, positive cues to stay on task, Changes to

where and how tests are given so students can succeed (e.g., allowing students to take tests in a

less distracting environment or allowing more time to complete tests)” (healthychildren.org).

These actions are helpful and attempt to make life a bit easier for students with diagnosed

ADHD, when implemented correctly.

While the previous list of steps are actions taken to help students succeed, there are also

negative aspects of education for a student with ADHD. School can be a place of stress and

struggling, and can impact a student negatively. For example, according to ADDitude.org, “At

school, our kids too often feel different. When they don't fit the typical learning mold, they get

pulled out of class for special instruction. When focus doesn't come easily, they earn demerits.

When testing is painful, their grades don't reflect their learning. They are expected to squeeze

their special ADHD brains and talents into a neurotypical box — and that creates a lot of

difficulties” (ADDitude.org). Negative consequences can result when a student with ADHD

lashes out or is misunderstood because of their diagnoses, or when grades slip as a result of a

lack of understanding their learning style. A study conducted by Tracy L. Richards, Lee A

Rosén, and Cori Ann Ramirez, “Psychological Functioning Differences among College Students

with Confirmed ADHD, ADHD by Self-Report only, and without ADHD,” indicates that

parents’ attitudes can have a large impact on student performance. They describe that college

students with ADHD who are in disagreement with their parents about their diagnosis don’t
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perform as well as those who are in agreement (Ramirez et. al). As a student with ADHD

diagnosed during college myself, I can conclude that the previous statement is correct. For

students in college with ADHD, especially those who have been given a late diagnosis, resources

can feel more limited, and less personal than in high school or grade school, not to mention the

relationship discrepancies which can arise between families and their children.

So, what is the answer? Primary school students with ADHD who have or are struggling

to maintain grades, behavior and relationships have resources provided by the American

educational system which allow for growth, yes. The tactics reflected in this research essay

should be implemented with an understanding and compassion for students with attention deficit

hyperactivity, and maintained in a way which personally meets their needs. To improve the

various opportunities offered to children, schools must first begin by assessing their situation and

the personal needs of each student, including learning styles and motivational tactics which

inspire. Then, schools must implement the appropriate policies and procedures that stimulate

productive and enjoyable learning and growth among students with attention deficit

hyperactivity disorder. The Centers for Disease Control and Prevention (CDC), in the article,

“ADHD in the Classroom: Helping Children Succeed in School,” writes that schools must

change school-based management strategies. This source was last updated September 3, 2020,

and the CDC has proven itself as a credible governmental source through the usage of various

research sources including those by medical professionals. Their stated information is supported

by credible, reliable academic and health journal articles, and should be used as informative and

helpful to students, families and school systems.

One solution to assisting students with ADHD is “behavioral classroom management.”

This approach, again, known as behavioral classroom management, allows for children with
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attention deficit hyperactivity disorder to thrive in their learning environment. The Centers for

Disease Control and Prevention writes that “[this approach] encourages a student’s positive

behaviors in the classroom, through a reward system or a daily report card, and discourages their

negative behaviors.” Research from the CDC, and within classrooms, has proven that the

behavioral classroom management approach has constructively and positively influenced student

behavior. This allows students to see their results immediately, through positive reinforcement

and in some cases, a reward system. As a result, students begin to absorb academic information

more effectively and more quickly. Lastly, this approach has been shown to be the most effective

in younger children. However, it has proven itself to be effective across all ages.

The Centers for Disease Control and Prevention also describes that “organizational

training” can be effective for students with ADHD when implemented correctly. Organizational

training can help students with ADHD develop important life skills, such as time management

and planning skills. Also, organizational training allows for students to gain the skill of

classroom material organization, which assists students in the future regarding careers and home-

life. Further research has proved that material organization allows for students with attention

deficit hyperactivity disorder to be in a more tranquil state and have a feeling of accomplishment

due to their organizational skills that may not have been previously explored, as well as reduced

anxiety and depression. The CDC states that it is vital for teachers to continue to uplift students

with ADHD. Teachers must be the catalyst; they implement these changes into the school system

to assist students, and inspire them to have a desire for success. When a student is aware of their

worth and potential, and is in a supportive learning environment, educational and social success

is more likely.
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The Center for Disease Control and Prevention also describes that various

accommodations must be implemented for students with ADHD to ensure success. For example,

they encourage IEP and 504 plans, which give “individualized special education services to meet

the unique needs of the child” (CDC). These plans can give students additional time on

assessments, individualized homework and learning plans, and a reliable organized schedule.

Because students with ADHD are more likely to become distracted during a test, more time is

given to allow the students to show their full potential. Additionally, the CDC describes that

instructions for the assignment must be adjusted to fit the needs of the child.

With ADHD, many learning challenges can come. Students with ADHD can often fall

behind their peers due to the various complications that the disorder imposes. These hurdles can

be difficult to overcome with little or no assistance. When assignments are customized to a

child’s specific need(s), it allows for students to continue learning and expand their knowledge at

an appropriate pace which works for them. The CDC lists many other accommodations that

should be implemented to help students with ADHD, such as “Instruction and assignments

tailored to the child; Positive reinforcement and feedback; Using technology to assist with tasks;

Allowing breaks or time to move around; Changes to the environment to limit distraction; and

Extra help with staying organized.” The CDC also notes that:

There is limited information about which types of accommodations are effective

for children with ADHD. However, there is evidence that setting clear

expectations, providing immediate positive feedback, and communicating daily

with parents through a daily report card can help.

The CDC acknowledges that researchers must conduct more studies to determine the most

effective accommodations for students with ADHD, as this is something which affects each
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individually differently on some level. On the other hand, they have enough evidence that

various methods of communication can encourage academic growth among students with

ADHD. Schools, as of right now, have this information. It is also important, however, to

encourage parents to be a resource for their child with ADHD.

Multiple sources indicate that parents of students with attention deficit hyperactivity

disorder must take steps to help their growth. CHADD, in “ADHD and School: A Toolkit for

Parents,” and the CDC, in “ADHD in the Classroom: Helping Children Succeed in School,”

write that parents must work with their child to establish effective routines for the morning and

evening. CHADD is reliable because it is a part of the National Research Center on ADHD. The

information is current, as it was last updated in 2021. The authors utilize various sources that

suffice for an informative and description guide. These sources describe that established routines

allow for structure in students’ days (CHADD ; CDC). Structure can be very important for a

child with ADHD, according to further research cited by CHADD. This structure includes

planning in a way which stimulates an excitement and desire from a child with ADHD.

Additionally, the Center for Disease Control and Prevention describes that parents should seek

guidance from local medical professionals. Visiting doctors to receive a definitive diagnosis is

valuable to develop an individualized educational plan for a child, and can prove beneficial for

both the person diagnosed and their support systems. Regarding education, both the CDC and

CHADD encourage parents to speak with their students’ teachers regarding IEPs and

personalized plans to help their child. It is vital that parents understand their child’s performance

in the classroom, as being home can also be thought of as an extension of the classroom

regarding homework and establishing a routine. Through teacher-parent discussion, parents gain
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a better understanding of their child’s needs to encourage academic growth. Moreover, both

CHADD and the CDC urge parents to educate themselves on their rights. CHADD describes,

Under Section 504, your school district must evaluate a student, at no cost to you,

if the district believes or has reason to believe a student has a disability and needs

special education and/or related services because of that disability.

Both sources also indicate that parents should maintain proper documentation of their child’s

individualized educational plan and medical diagnoses. It is very important that parents keep an

up-to-date, easy-to-find copy of these records for accessibility purposes.

The mental and social well-being of students with ADHD is also very important inside

and outside of the classroom. CHADD indicates that “Section 504 protects any student with a

disability from discrimination based on disability.” If necessary, a parent may be required to

present proper documentation to their specific school district or local judicial officials if a

situation requires. Situations like this, in which the student is protected, by law, should be

handled with more than a slap on the wrist. Teachers are prohibited from discriminating against a

student with ADHD because of their ADHD.

While the American Educational System has multiple methods by which they

require schools to utilize to assist students with ADHD, there are still arguments made against

what schools have implemented. For example, according to the U.S Department of Education,

“Studies found that students with ADHD, compared to students without ADHD, had persistent

academic difficulties that resulted in the following: lower average marks, more failed grades,

more expulsions, increased dropout rates, and a lower rate of college undergraduate completion”

(Weiss & Hechtman as cited in Johnston, 2002; Ingersoll, 1988). While this may be factual, it is

still an upsetting realization among parents and peers. The reason that behavioral issues can be
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frustrating and frowned upon is because it is reflective of a lack of understanding of a student

with ADHD, or what ADHD is, in general. Academic difficulties can be a direct result of a lack

of IEP implementation, organizational training and behavioral classroom management.

With that argument in mind, it is important to note the benefits of reinforcement and a

reward system. As the CDC states, positive reinforcement and a reward system, perhaps through

behavioral classroom management, is critical to the success of a student with ADHD. For parents

and caregivers, reward systems may include positive behavior met with sweets, screen time, time

with friends, or play time. For an educator, this is not much different. Many classrooms utilize a

“behavior chart.” A behavior chart is a graph that students and teachers add stickers, or whatever

they choose, to until a reward is reached. This can prove to be motivational, or stressful for

students. But, for students with ADHD, this is a system that encourages growth through the use

of positive rewarding and reinforcing positive behaviors. The argument made against punishment

for students with ADHD can be viewed from multiple angles. First off, some may say that

students need punishment to learn and fix their behavior. And for students who struggle with

social cues, such as those with ADHD, this is even more prominent for pointing out what may

have gone wrong. This is important so that students and all children with ADHD understand

what has been done incorrectly, when otherwise the behavior may have continued.

The systems implemented in schools to assist students with ADHD have been researched

thoroughly and carefully by medical professionals, parents, educators and those with ADHD

themselves to fit the needs of students. With these actions in place, a student with ADHD is

likely to become aware of their potential, and see their own growth. When a student with ADHD

is placed in a supportive learning environment which has a genuine interest and care in their

success, they are more likely to understand things about themselves and the way their brain
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works than if these actions had not been implemented. IEPs, 504s, reward systems, etc. are

incredibly important in order for a child to recognize that they have a support system and are

being cared for on the same level as their peers and those around them who may not also have

ADHD.

ADHD is many things. To those diagnosed, ADHD can be confusing, stressful,

inconvenient and disheartening without the correct resources. One thing that ADHD is not,

however, is an inhibitor. Students with ADHD have the capability to succeed and become

successful both in and outside of the classroom. Largely, this is due to the fact that the American

Educational System has put numerous helpful tactics in place to assist in the increasing growth,

development and self-worth of students with ADHD. The tactics have been proven successful

and, more importantly, inspirational for students with ADHD and for families of those students.

Medical professionals, parents and those with ADHD have concluded that tactics used in

classrooms are ever-changing, however helpful for current students. The Centers for Disease

Control and Prevention (CDC) has made multiple scholarly, medical and health journals

surrounding the stigmas and usage of assistive methods in schools. Behavioral classroom

management, organizational training, IEPs, 504s, and many more resourceful assistive, useful

tips have been long-used in schools, due to the research given and constantly expanding. Using

systems such as lesson-planning, reward systems and positive reinforcement can make all the

difference to a child with attention deficit hyperactivity disorder, and can increase positive

mental health. When a student’s needs are met through education, and through conversation with

parents and other support systems, growth is inevitable. The tactics in place for students with

ADHD are some that have taken years to develop, and will be ever-changing. However, for
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students with ADHD, they make all the difference in the early stages of development, and

throughout the rest of their lives.

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Works Cited

CDC. “ADHD in the Classroom.” Centers for Disease Control and Prevention, Centers for

………Disease Control and Prevention, 3 Sept. 2020, ……....www.cdc.gov/ncbddd/adhd/school-

success.html.

Editors, ADDitude, and ADDitude Editors. “10 Ways We Would Fix the U.S. School System.”

…….ADDitude, 22 Apr. 2021, …….www.additudemag.com/slideshows/how-can-we-improve-

education-for-students-with-ad… ….hd/.

Holland, Kimberly. “The History of ADHD: A Timeline.” Healthline, Healthline Media, 29

Sept. …...2018, www.healthline.com/health/adhd/history.

Pediatrics, American Academy of. “How Schools Can Help Children with ADHD.”

….HealthyChildren.org, 2017, …www.healthychildren.org/English/health-

issues/conditions/adhd/Pages/Your-Child-At-School…aspx.

Today, Medical News. “Untreated ADHD in Adults: Symptoms, Consequences, and Risks.”

....Medical News Today, MediLexicon International, 2021,

...www.medicalnewstoday.com/articles/untreated-adhd-in-adults#risks.