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Edwin Nixon

ENG-105

10/29/2018

Jan Wakefield-Darvas

The Impact of ADHD of Children Schooling

Educators and students Children that are currently attending schools in today’s times are

dealing with arguably some of the most distracting problems caused within society. Problematic

aspects that stem from mobile devices being used in classrooms, social media apps, cyber and

physical bullying, and even deadly volatile situations on campuses are factors in which students

deal with daily on a daily basis. With grade school workloads increasing in school curriculums it

has become difficult for some students to follow. This is when the symptoms of ADHD start to

become noticeable with teachers and parents discovering them in a child. The symptoms have

shown to contribute to students showcasing poor academic performances in classrooms. Children

that are living their lives with ADHD in a general education school environment are impacted

deeply on a social, emotional, and psychological level.

Students within classroom settings that suffer from ADHD disorder showcase behavior in

various ways that can either be moving around of super hyper or showing no signs of interest at

all with their demeanor. There actions while interacting with other children in educational

environments can socially draw them apart from their peers leading to making them deemed as

outcast. For instance, a student they may have a calm disposition in terms of their behavior that

allows them to sit and listen with locked in focused on classroom lessons may become distracted

or annoyed by the constant movement and disruption from a student with ADHD. This pattern
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cause separation in which teachers may move the student whose behavior may appeal to a class

as wild into isolated areas in which they cannot hinder others from learning. Actions taking by

the educator in charge furthers the notion of children who are students dealing ADHD to be

misunderstood and socially awkward. Adults who are in charge of their households that seek

counseling for their children with ADHD can help make social interactions their children

experience with others students and school staff more easy. Youth who have ADHD frequently

struggle with aspects of homework completion during their time in school. (Langberg et al.,

2018)

According to Chad.org “Approximately 14 percent of children with ADHD also have

depression, whereas only 1 percent of children without ADHD have depression”. (Chadd.org

2018) Being in a sad, manic, or even bipolar state of mind while being in a classroom keeps

children with ADHD at an emotional pitch throughout a school year making it harder for them to

retain information received from scholarly lessons taught. Emotions can be expressed through

actions such as frequent movement, uncontrollably speaking during times when focus should be

on learning, acting out volatile towards peers. Not knowing how to properly channel emotions in

terms being in situations with peers and overreacting may put a child who is has ADHD in

awkward positions that may cause them to be perceived as troubled individuals. This in some

instances may further the notion of a child with the disorder being a classroom distraction while

physically causing bodily hard to themselves and others due to their actions. Research has shown

that family characteristics also play an important role in the development of ADHD symptoms,

as these symptoms are more common in children growing up in families characterized by

adversities such as low socioeconomic status, family conflict, maternal depression and poor

parental relationships (Salari, Bohlin, Rydell, & Thorell 2017) School districts in certain areas
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provide students with disorders such as ADHD and bi-polar with counselor’s campus therapists,

and certified field specialist in order to help express their emotions in a rational way. There is

also various medications that can be prescribed to those suffering from the effects of Attention

deficit disorder that may help them manage their behaviors. Stimulant ADHD drugs such as

methylphenidate, dextroamphetamine and amphetamine salts which are have been FDA

approved for use in children. School nurses are those in charge distributing dosages to students at

school who are designated to take medication daily at schools.

ADHD from physiological aspect takes a toll on how student functions both mental and

physically in terms of how even the simplest of task can become the most difficult for them to

deal with. School is a place that is designed to build a child’s psychological growth and

development. (Golden Catherine T. , Nancy Grace. R, Kanchana Mala , C. Kanniammal, Judie

Arullapan ,2018) The inattention that a student with ADHD may display in an educational

setting may reflect upon how they have disorganized thoughts can’t remain focused when being

taught lessons. The effects in which it can have on a student’s confidence factors into how they

perform in a classroom which speaks volumes on how one’s self esteem can be altered. For

example a student who may try to draw a figure of something that the class has been asked to

illustrate may become frustrated and not have enough patience to try. Matters like this can lead

to aggressive actions such as throwing objects around and self-isolation due to the lack of self

confidence caused by ADHD. Teachers find these level of impulsive actions as annoying

disruptions that can halt and disrupt teaching in the way it distracts the other children in the class.

On campus therapist are available at school’s to help students get better control over their

thoughts and channeling their emotions in a positive manner.

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In conclusion ADHD for students who have it and are their classmates who may be

normal both are affected by how it takes on their schooling experiences. With proper steps

taking by parents and educators after noticing traits of ADHD in a child precautions to help that

student maintain better focus and classroom discipline. The main goal should be for a student no

matter how difficult their environment or disorder may appear to receive the same education and

be as knowledgeable as a normal child taking classes. The social, emotional, and psychological

aspects of ADHD in terms of its affect over students’ lives can play major parts in determining

their overall future as adults.

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References

Centers for Disease Control and Prevention (2018). Basic information. Retrieved from:

https://www.cdc.gov/ncbddd/adhd/facts.html

Langberg, J. M., Smith, Z. R., Dvorsky, M. R., Molitor, S. J., Bourchtein, E., Eddy, L. D., …

Oddo, L. E. (2018). Factor structure and predictive validity of a homework motivation measure

for use with middle school students with attention-deficit/hyperactivity disorder (ADHD).

School Psychology Quarterly, 33(3), 390–398.

https://doi-org.lopes.idm.oclc.org/10.1037/spq0000219

Salari, R., Bohlin, G., Rydell, A.-M., & Thorell, L. B. (2017). Neuropsychological Functioning

and Attachment Representations in Early School Age as Predictors of ADHD Symptoms in Late

Adolescence. Child Psychiatry and Human Development, (3), 370. https://doi-

org.lopes.idm.oclc.org/10.1007/s10578-016-0664-1
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Sibley, M. H., Olson, S., Morley, C., Campez, M., & Pelham, W. E. (2016). A school

consultation intervention for adolescents with ADHD: barriers and implementation strategies.

Child and Adolescent

T., G. C., R., N. G., K., K. M., Kanniammal, C., & Arullapan, J. (2018). Assessment of Social

Skills and Self-Esteem of School Children with ADHD at Selected Settings. International

Journal of Nursing Education, 10(2), 99–102. https://doi-org.lopes.idm.oclc.org/10.5958/0974-

9357.2018.00050.8