The ONE THING About ADHD People NEVER Talk About

“If my students are to meet every inch of their academic potential, I must understand the barriers to education that exist for them.” ― Kyle Schwartz, I Wish My Teacher Knew: How One Question Can Change Everything for Our Kids

Kia ora, excellent snackers!

I'm pretty sure that I've mentioned this before...I am a teacher with an ADHD brain (I don't want you to think that I don't have data...;-). I sustect that some of you are, as well. Welcome, fam!

I've also mentioned that, in his book, WHY WE SLEEP, Dr. Matthew Walker has noted that sleep deprivation is misdiagnosed as ADHD in more than half his clinic's cases. On top of that, autistic therapist and author Kaelynn Partlow reminds us that insomia and other sleep problems are common among autistic folk. Add to these the laundry list of internal and external reasons why our students with neurotypical brains struggle with sleeping, and it becomes clear that a great many of our classroom friends have similar challenges.

Anyway, the one thing we never talk about with ADHD is...how EXHAUSTING it is.

I know what you're thinking. It's exhausting to be on the OTHER side of the desk!

To oversimplify...students who "mess up" are fully aware of the fact that they're messing up, and, as importantly...that their classmates aren't. The kids know they're letting down the adults in their lives. Every one of them is reminded of such in the tone of voice we use to call their name. Maybe hundreds of times a day.

What are the sources of the exhaustion?

-trying to sit still and quiet when their brains are telling them they need to move

-being overstimulated or understimulated and being stuck in their seat

-being bored with the task at hand, and not being allowed to do anything else

-being told repeatedly what they're doing wrong

-wanting to talk about the thousands of thoughts they're having, and not being able to

-sleep deprivation--time spent pursuing multiple interests and feeding a nearly constant dopamine deficit

In our classrooms, this can look like a student who is disengaged, off-task, and uncooperative, a student who will start an argument with a classmate or adult, then visibly enjoy the ensuing dopamine rush.

Snackers, I've found something that's helping me meet these students where they are. I'm learning (I don't always succeed) to never call their names. Never. Unless, they are doing something that is a model for the rest of the class. It sounds like "catch 'em being good", but it's not just about behavior. It's about rebuilding and rejuvenating a young psyche that has been taught that they're not smart and can't do anything right. It's been amazing. I've literally watched students' countenances change, and, as a result, they show fewer symptoms of exhaustion. The shift has meant more positive interactions and fewer redirects. Oh! And their classmates notice the shift as well, and often treat these peers more positively.

WARNING: this isn't easy. It requires a level of calm that is often a challenge for us teachers to reach in a typical day. I've written a book about how to grow and allow those skills to fluorish in case you're curious...

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Until next week,

Happy snacking