Wondering If Your Child has ADHD? Questions to Ask.

At McLean School, we recognize that the ADHD brain is an incredible brain – and not one that is a nuisance, a distraction, or a bother. Because of our Abilities Model®, we also know that ADHD comes with incredible strengths, creativity, and insight, and is the flip side of the very qualities of mind that render traditional teaching approaches unsuitable for some students—qualities that other schools only seek to mitigate. Instead of focusing on what students can’t do, we begin with what they can do. We know the ADHD brain is highly creative, imaginative, enthusiastic, and resilient and that there are many myths and misconceptions about students with ADHD.

ADHD is a neurological disorder, not something that is caused by the environment or how one is raised/not raised. Many families come to McLean School having already received a diagnosis of ADHD for their child and are seeking a school that understands, celebrates, and knows how to teach them the way they learn.

For those families who have not yet received a diagnosis but may be wondering if their child has attention challenges, I usually offer the following guidance: 

1. Have you seen signs of inattentiveness or impulsivity from a young age?
   Signs of ADHD can begin as early as 3 years old, when it is developmentally appropriate to expect a child to be able to spend some amount of ‘time on task’. Parents might notice their child has difficulties staying on task. For example, can they color for a minute? Longer? Less? Do you often find them humming or swaying while doing an activity? If there’s a noise in the house do you find that they are immediately distracted by the external stimuli? If ADHD is presenting itself as inattentive, you might have to repeat yourself multiple times to ensure your child has heard your directions. If ADHD presents as hyperactive you might notice your child is in constant motion, fidgeting, and almost looking like they are driven by a motor.
2. Does your child’s school see attention concerns that negatively impact social and/or academic success?
   ADHD is often not diagnosed until school age – because that’s when more demands on attention are placed on a child (ex: sit still, pay attention, follow directions quickly), and more of those inattentive or hyperactive symptoms become apparent. You may get reports from a teacher that your child has forgotten what to do when they enter the classroom, or after being given directions still don’t seem clear on what they should be doing. Or, you may hear that your child is interrupting classmates/teachers, blurting out answers, or even acting impulsively with aggression. If any of these concerns are negatively impacting the social and/or academic growth of your child, it can be a reason to dig deeper.
3. If the above answers are ‘yes’ – talk to others and consider testing.
   It’s important to talk to multiple teachers, counselors, your child’s pediatrician, and other adults in your child’s life so that you’re sure you’re getting multiple viewpoints. For example, if it’s just one teacher that is consistently noticing challenges with attention, perhaps there are other factors at play. But, if there seems to be a consensus with concerns, I typically recommend parents to consider testing next. While there’s no single assessment to diagnose ADHD, there are neuropsychological assessments, screeners, and checklists that professionals can rely on for data to best determine if a child is exhibiting symptoms of ADHD.
4. If testing renders an ADHD diagnosis – think about your child’s school environment and what (if any) accommodations might be beneficial. Children spend more awake hours at school than they do at home. It’s critically important that school be a place where they thrive and not just survive. I’ve seen too many instances where children with ADHD are stigmatized, misunderstood and unsupported. I believe that families should make sure their child is at a school where early intervention is stressed, classroom support for ADHD is embedded, and children are taught to advocate for their needs.

At McLean, our skilled teachers work hard to ensure that students with ADHD or other attention challenges are understood, respected, and appreciated. We offer a variety of embedded classroom support strategies (ex: different seating options, PE five days a week, movement breaks, and multi-sensory teaching), and understand that some students would also benefit from specific accommodations (extended time for instance). 

Email admission@mcleanschool.org to learn more about how McLean supports students with ADHD.

By Michelle FitzGerald, Assistant Head of Lower School & Coordinator of Learning Services