ADHD - Attention Deficit, Hyperactivity Disorder
Attention deficit hyperactivity disorder (ADHD) (From the NHS website, Apr 2024)
ADHD is a condition that affects people's behaviour. People with ADHD can seem restless, may have trouble concentrating and may act on impulse.
Symptoms of ADHD tend to be noticed at an early age and may become more noticeable when a child's circumstances change, such as when they start school.
Most cases are diagnosed when children are under 12 years old, but sometimes it's diagnosed later in childhood.
Sometimes ADHD was not recognised when someone was a child, and they are diagnosed later as an adult.
The symptoms of ADHD may improve with age, but many adults who were diagnosed with the condition at a young age continue to experience problems.
People with ADHD may also have additional problems, such as sleep and anxiety disorders.
Understanding ADHD
ADHD is a neurodevelopmental condition and NOT a behavioural disorder. That means the brain grows and function in different ways. ADHD is very common and occurs in approximately 1 in 20 people. ADHD can be especially challenging when you are young but can become easier for many when their brain reaches full maturity in their early 20s.
In adulthood, many people learn to use their self-knowledge to develop jobs and careers that play to their strengths and/or have developed strategies to support their needs.
What's it like to have ADHD?
ADHD can feel different for different people, for some people it can include challenges with attention, either struggling to maintain attention, even when the topic is important, for others its about 'hyperfocus' focussing for long periods of time on only one topic to the exclusion of all others. Many struggle with both inattention and hyperfocus at different times of their day, week, life.
For some people they experience physical hyperactivity or impulsivity, others verbal hyperactivity or internal hyperactivity when thoughts race.
Support, information and advice for ADHD
There is more known about ADHD every year and there is a lot of support out there to help us understand ADHD. Key sources of quality information can be found at:
ADHD Foundation link to website and charity supporting people with all neurotypes, find resources, links, support and training here
ADDitude link to web-based magazine about all things ADHD and co-occurring conditions
ADHD - Activity Booklet link to booklet for younger children to help them understand ADHD
ADHD - Children's booklet link to a booklet for supporting older children to learn about ADHD and strategies of support.
ADHD - Helping with writing difficulties link to a booklet of advice on how too support your child with ADHD and writing difficulties
ADHD and co-occurring conditions link to booklet outlining what conditions commonly co-occur with ADHD
ADHD & Autism link to a booklet of how to support children with a dual diagnosis of ADHD and Autism
Tourettes Syndrome link to a booklet about Tourattes Syndrome which often co-occurs with ADHD
How do we support ADHD needs at the Ridge Academy?
At The Ridge Academy we look at each child very much as an individual with individual needs. ADHD doesn't fall into one singular profile, we use our experience and training to interpret a child's behaviour as communication of their underlying needs. We use routines and boundaries to guide pupils through their day, rewards are regular and often and consequences are agreed through Restorative Practices.
All of our staff have training in Trauma Informed practices, Emotion coaching, Restorative practices, Sensory processing differences, Speech, Language and Communication Needs, Autism, ADHD, etc. and many other specific tools and strategies that allow us to create classrooms and approaches for our pupils to thrive.
Through our consistant boundaried approach we use fun and our most important tool our relationships to support our pupils with their needs allowing them to succeed in a safe space.
We use the following practices to support our children:
Routines, Boundaries and Structure:
Structure means that the environment is organised and predictable. Structure is important for all children, but it can be particularly important if you are supporting a child with ADHD.
Having a routine can benefit a child with ADHD and the rest of the school. Structure is beneficial for several reasons:
Provides external control: The symptoms of ADHD lead to problems with self-control. As a result, children with ADHD need more external controls (i.e., structure) to help them manage symptoms.
Fewer conflicts: Structure can help minimize arguments and stress while improving behavior. Research has also found that sticking to a routine can help people cope with stress and anxiety.
Builds skills and habits: Many children can structure their chores, schedules, and activities and develop good habits independently. However, for a child with ADHD, this is a much more complex undertaking because of how the disorder functions.
Applies to the whole school: Having structure in the home means that everyone follows the routine. This prevents the child with ADHD from feeling singled out.
Builds a foundation for success: Structure also helps children succeed, which builds self-esteem. Without this, children's beliefs that they are disorganized, forgetful, or always late are reinforced. When you build in external controls at home and school, you are helping thechild to experience more success. You're also teaching them good habits and skills along the way.
When children have day-to-day routines and a schedule to follow, this creates structure in their lives. Consistent rules, expectations, and consequences clearly understood by the child (and positively reinforced by the adults) help maintain a predictable environment.
In a structured environment, children know what to expect. This knowledge creates a sense of security, so most children benefit from structure whether they have ADHD or not.
PACE approach, PACE stands for Playfulness, Acceptance, Curiosity and Empathy.
PACE is a way of thinking, feeling, communicating and behaving that aims to make children feel safe. It is particularly effective in meeting the needs of children who have experienced trauma. Developed by clinical psychologist, Dan Hughes, the approach focuses on building trusting relationships, emotional connections, containment and a sense of security.
The principles offer a useful framework from which we can develop attunement and strengthen our relationships with the children and young people we work with.
Playfulness:
Light-hearted & reassuring manner
Open, calm & engaged attitude
Allows young person to relax and be less defensive and more reflective
Acceptance:
Unconditional acceptance of thoughts, feelings & struggles
Normalising emotions & providing affirmations
Curiosity:
Support development of Self-Awareness so young person can identify reasons behind their own actions
Empathy:
Show compassion
Being present in the moment to understand experiences as the child does