Stop Telling ADHD Kids That They Can’t Focus: Allow Them To Develop Their Creative Super Power!
Flexibility and the Limitless Possibilities of Online Education can enable the ADHD ‘Super-Creatives’ to achieve their potential. As Education Evolves, so must our understanding of those who are constantly alive to Multiple Possibilities.
When we hear or read the acronym ADHD, our reactions to this term range from cynical musings upon the validity of the ‘condition’ to associations with deteriorating behaviour and unnecessary SEND labelling. However, the fact of the matter is, most people don’t fully understand what it means to be diagnosed with Attention Deficit and Hyperactivity Disorder (ADHD) and, largely due to the unpleasant language of the label, they regard it as some kind of mental deficiency. This is bad news- it becomes a stigma for those ‘diagnosed’ and incredibly frustrating for parents.
But there is good news: our understanding is moving away from negative associations of ADHD and evolving into recognition of the potential of ‘neurodivergence’.
Rather than regarding a ‘diagnosed ADHD sufferer’ as ‘unable to focus’, we need to understand that, for many, it is less about being unable to pay attention to one channel of communication and more about the ability to generate multiple possibilities from their incredibly creative brains. As a result of this shifted paradigm, the best educators have realised that high-functioning students with ADHD do not simply need to be tolerated as distractions in the classroom: they need far more than patience; they need to be given the freedom to express their creativity. Even in schools with the best inclusion policy in the world, this presents challenges.
Problems with Inclusion in the Mainstream
It is no surprise that ADHD students’ needs cannot always be met in a traditional school, mixed-ability setting alongside thirty-odd peers. The UK government report on the need for widespread development simply highlights a thin understanding of the genuine needs of our schools and fails to address the real implications of the challenge. Schools are “often hamstrung by shortages of funding, resources and access to specialist staff and support in the community,” according to Paul Whiteman, the General Secretary of the National Association of Headteachers. Further to that he tells us, “there is an unfair postcode lottery in the provision available depending on the financial position of local authorities”. In other words, if your local authority does not have the funds or imagination, it’s tough luck for all students, let alone those with neurodivergent traits and subsequent needs.
Recognition of the Creative Potential of ADHD Students
Brooke Matson’s brilliant Ted Talk, ADHD Redefined reminds us that, rather than seeing ADHD as a barrier to learning we should recognise the enormous creative potential of those who are constantly alive to multiple possibilities. Matson says, “Once you know how the ADHD brain works, you’ll agree we need to embrace the potential and the disruption that ADHD thinking brings.” A simple look at the history of innovation demonstrates that it is disruptors who change the world; they are the movers and shakers whose ability to question and alter perspective brings about advancement in all spheres of human development. So, why are we stifling our creative thinkers within a creaking Victorian model of education? Sir Ken Robinson explores this in his famous Ted Talk: How Education kills Creativity.
The Benefits of Online Learning for students with ADHD
1. Learning in your own time and at your own pace:
At Benbridge Academy, the flipped classroom approach provides students with ample opportunities for asynchronous learning. For more on this model, see The Flipped Learning Model. Essentially, this three part learning cycle enables students to engage in pre-learning tasks prior to organic live lessons followed by consolidation tasks.
- This model is beneficial for those with ADHD as it frees them from the constraints of traditional time constraints.
- It enables learning breaks, time to revisit new concepts and room for communication with subject teachers to seek further guidance.
Students with ADHD have the time and freedom to learn in a manner that suits them without the limitations of traditional classroom distractions and expectations.
2. A Flexible Approach to suit the needs of all students:
- Pre-learning and consolidation elements of education at Benbridge Academy enable greater degrees of flexibility within our students’ days. This is ideal for many with ADHD who do not learn as effectively within the regimented structure of a traditional school day.
- Successful 21st century people will be required to work outside of the ‘current normal’. COVID taught us that productivity was significantly higher during the flexible times of remote work. Innovative companies have recognised this and want creative people who can think and work outside of the previous model in a manner that aids flexible thinking and creativity.
- This is an opportune time for those with ADHD to take advantage of a shift in the world’s perception of neurodivergence and learn within an online environment that understands their needs and celebrates their individuality.
Online learning can offer more flexibility in terms of scheduling and pacing, which can be advantageous for many students with ADHD.
3. Reduced Pressure: Some individuals with ADHD may find the reduced social pressure of online learning to be beneficial.
- At Benbridge Academy, opportunities for social interaction are managed within lessons, tutorials and optional supervised breaktime rooms.
- As a result of a PEP (Personalised Education Plan) culture, our teachers are sensitive to the individual needs and preferences of all students and small class sizes mean emotionally intelligent (EQ) learning spaces
- Our approach to inclusivity is bespoke rather than a ‘one size fits all’ model of traditional school cohorts.
At Benbridge Academy, students with ADHD or any other specific learning need are given the highest levels of individual consideration. With all students, our commitment to excellent communication means that students, teachers and parents have constant channels of open dialogue. This means that, at any time, the challenges of every student’s learning journey can be discussed with the complete involvement of all stakeholders. Individualised plans are collaboratively created and reviewed at any time.
With our families at the heart of the process, we welcome continual feedback as we seek the highest possible learning experience for every single student.
