Article I found: https://weblo.info/surprising-16-year-long-adhd/
Research Page: https://www.psychiatrist.com/jcp/fluctuating-adhd-multimodal-treatment-of-adhd-mta-study/
I recently read the attached article, and it prompted me to reflect again on the importance of incorporating structure, high expectations, and challenging work for all students, regardless of their starting points. This approach not only promotes growth but also fosters resilience and a strong sense of accomplishment in students.
One significant takeaway from the research is the reported correlation between participants with ADHD experiencing a “noticeable reduction in symptoms during busier periods.” The broader implication is that structure and challenge can help reduce ADHD symptoms rather than exacerbate them, which is contrary to common assumptions. This aligns with what I’ve read elsewhere, as well as anecdotal experiences with students and adults who often say that what they truly needed in school was structure and support in areas such as time management, organizational strategies, and executive functioning.
The real insight here is that these are areas all students need, particularly at younger ages.
Challenges in Current Educational Practices
A problem I’ve observed in education is that general education often over-corrects when addressing students’ needs. To clarify, I don’t believe that conditions like ADHD, dyslexia, or other learning challenges are over-diagnosed—these are legitimate struggles that deserve attention. However, the responses to these diagnoses and the resulting support systems are often too extreme, misguided, and ultimately counterproductive.
Instead of creating clarity and consistency, these efforts frequently remove structure, high expectations, and challenging work from the very students who would benefit most from them. Too often, they add confusion to schedules rather than structure.
From my experience, particularly as an elementary educator, when a child is diagnosed—or even suspected—of having a learning difficulty, they are quickly categorized. This triggers a cascade of well-intentioned but counterproductive actions. Teachers are handed a long list of accommodations, including extra time, special seating, time-outs, freedom to roam the classroom, small group lessons, pull-out sessions, and specialized curriculums designed to “support” the regular curriculum. Parents are often offered these accommodations as solutions that will help their child succeed, and on the surface, they sound beneficial.
However, when this approach is applied to 3, 4, or even 5 students in a class—or in some cases, more than half the class—it quickly becomes overwhelming and unmanageable. Even with just 1 or 2 students, the cumulative effect can disrupt the classroom dynamic.
Unintended Consequences
These practices often achieve the opposite of their intended goals. Instead of providing structure and support to help students thrive within the general classroom, accommodations often remove students from rigorous classwork and lower expectations. The introduction of fragmented schedules, alternative curriculums, and increased movement inadvertently reduces structure and creates more disorder.
A Better Approach
While we frequently discuss these ideas in schools, what is often missing is true alignment between our intentions and our practices. Here’s how I understand key concepts for teachers, along with the common misconceptions or contradictions I see in schools:
• Direct Instruction: A structured approach where teachers clearly teach a concept, allow students to practice it, and guide them in applying the concept to demonstrate mastery. This foundational strategy is often undervalued despite its effectiveness.
• Whole Class Instruction: All students should begin with high-quality instruction that engages them, challenges them to think critically, and encourages them to apply their knowledge. Scaffolding, organizers, and thoughtful planning can ensure access for all students. Once students are working independently, teachers can then provide targeted small-group instruction as needed.
• Push-In, Not Pull-Out: Additional hands in the classroom—such as co-teachers or aides—should focus on supporting whole-group instruction and helping students engage with rigorous material. Effective push-in models require clear coordination among all adults in the room to ensure consistent support and follow-up for students who need extra help.
• Quiet, Focused Work: Independent work, such as students working quietly at their desks, is sometimes dismissed as outdated, but it remains effective when balanced with opportunities for interaction, collaboration, and movement. Group work has its place but must be carefully structured to maintain focus and accountability.
• Clean, Organized Environment: A well-organized classroom benefits everyone. While some argue, “It works for me” or “It works for them,” organization consistently supports all students by reducing distractions and creating a stable, predictable learning environment.
• High Expectations and Clear Purpose: Students need frequent reminders of their purpose in the classroom—to learn—and of their teacher’s belief in their ability to succeed. This message must be communicated consistently through words and actions to build a strong, positive classroom culture.
• Success First, Then Motivation: Success breeds motivation, not the other way around. It is the teacher’s responsibility to create opportunities for students to experience success, even in small steps. This builds confidence and drives motivation, ultimately solving many of the challenges students face in school.
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