Children with ADHD need a structured school environment with high expectations and well-planned instruction.  The Chesapeake Institute, under contract with the U.S. Department of Education’s Office of Special Education Programs, conducted a field study of effective practices of educating children with ADHD.   The study found that successful school programs have three key components:

Children with ADHD need a structured school environment with high expectations and well-planned instruction.  The Chesapeake Institute, under contract with the U.S. Department of Education’s Office of Special Education Programs, conducted a field study of effective practices of educating children with ADHD.   The study found that successful school programs have three key components:

• Academic instruction that includes the child with ADHD in most regular classroom activities, but provides individualized instruction where needed;
• Behavior management that includes a well-developed plan to help the child learn how to manage his or her own behavior in the classroom; and
• Classroom accommodations or changes that recognize the special needs of the child with ADHD.

Source: Elaine K. McEwan, Ph.D.

• Visit the school and investigate the overall climate and atmosphere. - Get answers to the following questions either through personal observations or conversations with teachers, the principal, and parents of students with ADHD:
  • Do teachers and administrators believe that all children can learn?
  • Are rules and expectations for behavior in the school clearly stated and consequences applied?
  • Are consequences for breaking the rules fairly administered to all students?
  • Is the school orderly and structured?
  • Does the staff believe in positive reinforcement, incentives, and motivational activities?
• Find out if my child's principal has a leadership style that benefits children with ADHD. - In addition to maintaining discipline, structure, and organization for the school, your child’s principal should exhibit many of the following traits (place a check next to each one you have observed or heard about from others):
  • Provides training and resources about ADHD for staff members
  • Attend all meetings and collaborates in all decisions regarding students with ADHD
  • Listens to parents and their concerns
  • Creatively helps to solve problems of students with ADHD by coming up with other plans or incentives
  • Holds both teachers and students to high expectations
  • Regularly spends time with students (in the cafeteria, the classroom, or on the playground)
  • Affirms, supports, and encourages teachers
• Learn about how my child's teacher manages students with ADHD. - Chances are, your child is not the only student with ADHD in his class. However, not every teacher is equally prepared to deal with kids like yours. Observe your child’s teacher or meet with her (either before school starts or near the beginning of the year) to discover if she:
  • Knows about the symptoms and treatments of ADHD
  • Empathizes with the struggles of a child with ADHD
  • Listens to and works with parents
  • Organizes and structures her classroom
  • Stays calm under pressure
  • Uses rewards, incentives, and reinforcement successfully
  • States expectations clearly
  • Stays flexible and is willing to change
  • Communicates and empathizes with parents
  • Teaches using many different approaches
  • Persists until students learn and succeed
  • Treats your child with love, kindness, and support

  
  Tip: Avoid bombarding your child’s teacher with questions or demands during back-to-school night. That is a time when all parents are meeting the teacher and not the time for the kind of in-depth conversation you and the teacher need. Call or e-mail to schedule an appointment when the teacher can give you her full attention.