ADHD Isn’t Always Obvious: What Educators Should Know About Inattention

December 1, 2017

In recent years, there’s been a lot of talk about the apparent over-diagnosis of ADHD. Some parents, educators, and mental health professionals fear that too many rambunctious children are being diagnosed and treated, when really they are “just kids.” 

However, while it may be true that some are too quick to diagnosis the more energetic, impulsive kids, a whole other group of those struggling with ADHD symptoms can too easily slip through the cracks. 

ADHD is not only defined by hyperactivity. There is also the categorization of ADHD-PI, or ADHD-Primarily Inattentive. Kids with ADHD do not necessarily jump out of their seats or cause disruptions, so it can be more difficult to identify them and get them the academic support they need. These kids can also face increased doubt and stigma from those who question whether or not they are “really” struggling with a learning disability.  

In order to give students the right structure and guidance, it’s vital for educators to understand the other, quieter side of ADHD. Here are some common signs and symptoms of ADHD-PI: 

1. A Collection of Tardy Slips and Forgotten Deadlines 

Children with ADHD-PI often lack a strong sense of time. Fifteen minutes can feel like five, making it difficult to return from recess or finish in-class assignments at the right moment. Students might also frequently forget due dates or apparently fail to plan ahead for long-term projects.  

Such students may need more frequent reminders about upcoming deadlines, as well as a bit more leeway when it comes to the bell. It may also help to allow students to keep a clock on their desk, or to encourage parents to check their student’s planner.  

 2. Daydreaming Through Lessons, Even in Subjects They Enjoy 

Students with ADHD-PI are less likely to jump up from their desks than to mentally drift off. While this may cause fewer disruptions to the class as a whole, students will still be missing important lessons and other information they need. Students can also become frustrated and embarrassed, believing that they are unable to understand information when really they are simply not able to pay attention.  

It can be helpful for these students to use a concentration aid, such as a fidget cube (as long as that is not distracting for other students). Keeping their hands and their minds stimulated can help students tune into lessons that might not otherwise hold their attention. 

 3. A Messy Desk and Locker 

Keeping things neat can be challenging for any child, but especially difficult for those who struggle to remember chores and stay engaged with repetitive tasks. Students with ADHD-PI are prone to messy backpacks, folders, desks, and lockers. This makes it easy for them to misplace assignments and school supplies, or to turn in messy work. 

It can be helpful to talk to parents about organization tricks and tools, from backpacks with organizational pockets to a store of extra pencils. Teachers might also choose to give ADHD-PI students a bit of a pass when it comes to wrinkled homework, or to make desk cleanup a part of the class’s regular schedule.  

 4. Small, Careless Mistakes 

It can be extremely frustrating to be grading a completed final project, only to see typos riddled throughout otherwise strong writing. Or, maybe you’ve noticed that one student simply never puts her name on her assignments. 

It’s common for students with ADHD-PI to make small errors. They might dedicate all of their effort to the bulk of the assignment, only to lose steam right at the end. Series of small errors can lead students to be overly critical of themselves, especially if they are harshly punished for these mistakes. 

Talk to your students about the importance of proofreading and attention to details. It might help to create assignment checklists that include such small, important steps as “Include Your Name” or “Read the Equation Twice.” You might also give these students extra time to complete their assignments so they can double- or triple-check their work. 

No two students experience ADHD in exactly the same way. I always encourage educators to collaborate with parents and learn more about each individual student’s diagnosis. The more you know about the intricacies of ADHD, the better equipped you’ll be to help students thrive. 

By: Kay Trotter