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Affirm her identities. For example, you could leverage storytelling in her native language as a way for her to feel more included or you could show her you care by greeting her in Arabic for example. Provide bilingual resources, labels, etc when possible. Have short, predictable routines in place, use visual aids, have a quiet area in the classroom, have a lot of hands-on activities, or incorporate movement breaks to help with ADHD.

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Trauma from leaving her home country.

Coming to a place where she cannot communicate in the majority language with fluency yet.

Culture shock from entering into a system with much different norms and expectations.

May be part of a racial minority in the classroom and othered for it.

Difficulty understanding directions from the teacher and understanding her peers.

Difficulty regulating behaviour and attention due to ADHD diagnosis, which may be exacerbated by the above.

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Intersecting Identities:

1. 10 years old.

2. Female.

3. Immigrant from culturally different location.

4. English language learner.

5. Learning disability: ADHD.

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Activites in the classrooms to help foster collaborations and friendships

Learn about Amira's culture

Work with Amira and her family to determine what supports she would benefit from as a student with ADHD

Incorporate alternative methods of communication that help ensure Amira is able to both understand the material but also actively participate in classroom activities and discussions.

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Amira may feel isolated in school because of the language barrier and different cultural identity.

Amira may need additional support in the classroom because of her ADHD, but may not receive adequate support because of biases/perceptions of her experience with ADHD as a girl and an immigrant.

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Amira's experiences in school are likely shaped by her gender, immigration status, race, language, and ADHD diagnosis. All of these parts of her identity may interact with one another to produce unique experiences with discrimination or oppression.

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Some strategies may include:

Having a clear and predictable routine in the classroom

Encouraging social interactions with supportive peers

Using visual aids or gestures to help break down language barriers

Use positive reinforcement to encourage desired behaviours

Develop an IEP tailored to her needs to help her achieve success

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Multiple ways. Just a few include:

Language barrier may make it difficult for her to communicate and understand instructions and classroom norms/expectations

She may feel excluded due to the language barrier

Her ADHD symptoms may be incorrectly interpreted as behavioural issues due to her inability to effectively communicate in English

Her expectations in the classroom may be different due to her cultural norms

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Many! She is ten years old, a recent immigrant from Syria who comes from a culturally diverse background, an English Language Learner, and also has ADHD.

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Amira's intersecting identities include being a recent immigrant, an ELL student, and a student with ADHD. These factors intersect and shape her educational experience in visible AND invisible ways.

1. Amira may experience frustration or appear to have behavioural problems as a result of her being unable to fully comprehend classroom instructions, expectations, and social cues due to language and cultural barriers. However, when combined with language barriers, her ADHD diagnosis may make it more difficult for her to focus, control her impulses, and adjust to structured routines. These are difficulties that could be misinterpreted or ignored.

2. Cultural adjustment may cause additional emotional stress, particularly if teaching methods or classroom norms differ from those she was used to in Syria. Her confidence and interest in learning may be impacted by these overlapping factors, which could make her feel alone or misunderstood at school.

It is easier to see that Amira has social and emotional needs in addition to behavioural and academic ones when we acknowledge the intersectionality of her identities. Individualized supports along with a culturally sensitive, trauma-informed, and inclusive approach can have a big impact on her school experience and sense of success!

-Gabbe Zagordo

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1. Use Visuals and Gestures for language barriers

2. Repetition of key phrases and model how to use academic vocabulary in context.

3. Break down tasks into smaller steps and check for understanding using visuals or demonstrations.

4. Pair Amira with a bilingual peer or a patient student who can help her navigate the language and routines.

5. Allow Amira to use alternative seating (e.g., wobble cushion) and take short, structured movement breaks to help her focus.

6. Clear Routines and Visual Schedules

7. Positive Behavior Reinforcement

9. Incorporate texts, visuals, and examples that reflect Amira’s cultural background and experiences.

10. Communicate regularly with her family and include them in her learning journey.

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Difficulty Following Instructions due to ADHD and language barrier.:

Impacts on Reading, vocabulary acquisition and Writing:

Different classrooms Norms and expectations around participation or behavior

Isolation and Anxiety due to language, culture, and behavior can lead to social withdrawal, low self-esteem, or heightened anxiety.

Difficulty communicating and regulating behavior can make it harder for Amira to make friends.

If Amira experienced interruptions in schooling due to displacement, she might have academic.

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1. Age: She is a 10-year-old child, where her brain is still developing.

2. Immigrant Status: English Language Learner (ELL):

3. ADHD Diagnosis:

4. Cultural Identity:

5. Ethnic Identity:

6. Gender

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1. Intersecting identities: She is a new immigrant, is learning English, is a girl, and has ADHD.

2. The culture present in Amira's new country might be very different from what she is used to. As such, she will have to adjust to new and unexpected norms and classroom practices. She might also face judgment from peers who perceive her as different and be unwelcoming. She might also experience language barriers that get in the way of learning. For example, she might not take in all the content from lessons, be able to complete assignments, or have access to translation tools that could assist her. As a girl, adult perceptions about what is expected of her might also shape the kinds of opportunities she has access to and treatment she gets. Her ADHD might also be treated as a "problem" as neurodivergent traits often contradict the neurotypical norms embedded throughout the school system. She might face judgment or redirection as a result of any impulsivity or hyperactivity in the classroom. Each of these experiences will interact with and inform each other to create Amira's holistic school experience.

3. To address language barriers and support her communication, educators can provide her with access to translation tools. They can also try to foster a warm, welcoming and inclusive environment in the classroom so Amira can build connections with peers. A teacher might also reflect on how sexist or ableist assumptions might be informing their perceptions and treatment of Amira. To be inclusive to neurodivergent students like Amira, the teacher can give crip time, use UDL, and ensure their expectations for students aren't reinforcing able-bodied and neurotypical norms.

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Hi Alizeh,

Amira has multiple intersectionalities - as a result, her learning is made further difficult. However, her ability to learn is not halted. Below, I'll address some of her situation and some resolutions:

her language barrier: learning a language is difficult - even moreso when dealing with an atypical cognitive condition. Learning an L2 in a situation where the L1 is not supported can cause multiple issues in understanding, interpretation, and grading. A way to resolve this would be to have additional supports, such as interpreters or Arabic-speaking classroom aides. This would both respect her native language and also afford her the ability to succeed, and would also help with behaviour issues.

her cultural schism between Syria and Canada: a large part of the immigrant experience is readjusting to fit the cultural expectations. A large part of this would be expectations in the classroom environment, to say nothing of her life outside of it. A proper manner in which to address this would be to educate her teacher(s) on her situation and try to have curricula that is not exclusionary to her background and experience. (For example, rather than referring to a celebration as "Canada Day," which she may not be aware of, the language could be rewritten as "a national holiday." The latter is more relatable to Amira.)

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Provide clear, simple, and consistent instructions

Use visual aids and hands-on activities

Offer extra time for tasks and transitions

Create a predictable routine

Pair with a buddy or peer mentor

Use positive reinforcement and encouragement

Collaborate with ELL and special education staff

Allow movement breaks or flexible seating

Learn about and respect her cultural background

Build strong, trusting relationships with her and her family

Use multilingual resources or translation tools when needed

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Struggles to understand instructions

Difficulty staying focused or on task

May be seen as disruptive or inattentive

Hesitates to participate due to language barriers

Misses social cues or peer interactions

Increased frustration or low self-esteem

Risk of being misunderstood or unfairly disciplined

Needs may be overlooked or misidentified

May feel isolated or excluded

Requires tailored, culturally responsive support

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New immigrant

English language learner

ADHD diagnosis

Cultural differences

Unfamiliar with classroom norms

Possible trauma or stress from resettlement

Difficulty expressing needs

Risk of misinterpretation by educators

Social and emotional development still in progress

Increased risk of isolation or misunderstanding

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1. language barrier

2. lack of focus and concentration might have a negative impact on her learning

3: Break down instruction, use visuals, and lots of one-on-one learning. Above all, teachers must use lots of motivations to get students engaged.