Why are attention deficient children often misread in classrooms?

Classrooms are stimulus rich spaces and are not free from distractions. They can be noisy with continuous interactions happening between students and teachers. The constant stimulation can have a direct impact on children having attention deficit disorders or other neurodevelopmental problems. 

The inattention, hyperactivity and impulsivity associated with Attention Deficit Hyperactivity Disorder (ADHD) can strain the connection between teachers and students and can be misread in some cases, experts have said. 

In ADHD, a child often finds it hard to control one’s attention or to direct it to routine tasks. 

As per American Psychiatric Association, children with ADHD can have impaired self esteem and poor social function when the symptoms are not managed effectively. This can affect their grades as they have increased risk of underperforming in academic tasks.

Managing children with ADHD can also put stress on teachers, studies have pointed out.

Also, there is a gendered bias to the condition with more boys getting diagnosed with the condition than girls. 

ADHD and classrooms

Children with ADHD find it hard to sit and switch from one task to another. They might also struggle to control impulses and their restlessness can be confused for lack of defiance by the teachers.

As per a study published in the National Library of Medicine, a typical classroom routine can include both individual seat work requiring self regulation and intrinsic motivation and group work alongside subject transitions.

For children with ADHD, it can be difficult for them to adapt to the changing demands of the classroom. 

The study said children with ADHD can find it challenging to adhere to group tasks which are low on individual engagement with the teacher.

As per American Psychiatric Association, ADHD symptoms can manifest in three common types: inattentive, hyperactive and a combination of both.

Children showing the inattentive type don’t seem to listen when spoken to, they might not follow through instructions and might not complete their work. Those hyperactive might find it difficult to remain seated and can also be seen interrupting others in speech or action.

The overlapping symptoms of ADHD with other conditions like misconduct disorder where a child behaves violently with others and breaks rules in social settings can cause confusion among educators. It can also be taken for lack of willingness to learn or a child having learning disorders.

Speaking to DH, Sharani Ponguru, educator and director at Narayana Group said: “The first instinct in a teacher is to see it as indiscipline. But many times it is just a child who is wired differently and struggling to fit in an environment which fails to acknowledge their needs.”

The educator said that understanding if a child might have ADHD comes from observation and not judgment.

As teachers, if they keep a keen eye on the child and observe if the pattern of inattention, impulsivity and restlessness is same across classrooms and home, then it might be a sign for us to bring this up to the parents.

The educator also highlighted the risk of ‘labeling’ a child which can create more stigma than support.

“As teachers we have to shift from asking what is wrong with this child to what they might need,” said Ponguru.

Some educators feel for children to get a timely diagnosis, it has to be a collaborative effort by all the caretakers involved, including teachers, parents and clinical experts.

Speaking to DH, Faridah Bawani, academic head at Raising Cubs said: “Firstly, it starts with the teachers who must be trained to closely monitor the developmental milestones of the students. If they have the knowledge, they will easily filter out the students who differ in communication or social interaction with others. However, the role doesn’t end with them. It is also important for the parents to get involved and collectively encourage clinical assessment or taking help from a specialist when needed. It has to be a group effort.”

Gender bias in diagnosis

As per studies, more boys get diagnosed with ADHD than girls.

An article published in the BBC cited that parents tend to underplay ADHD symptoms like hyperactivity in girls and overplay the same in boys. 

Also, some studies are stating that girls are more effective in masking the signs associated with ADHD, autism and other neurodevelopmental disorders. 

This can also imply that girls can develop more socially acceptable traits and habits. Hence, delaying the diagnosis.