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In a classroom of 30 students, it is estimated that 1 to 3 students have ADHD (Editors, 2018).

The text states that worldwide, about 5.29% of all people are diagnosed with ADHD (Massat, Kelly, Constable, 2016)

The CDC reports that about 11% of all children in the United States between the ages of 4-17, are diagnosed with ADHD as of 2011(Editors, 2018).

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Overview of ADHD in Grade school Students

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Overview of ADHD in Grade school Students

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The school social worker is responsible for advocating on behalf of the student and becoming a support system for them as well. This will include finding potential interventions to aid the student in their academics. The school social worker is responsible for determining the correct EIP for the student and coordinating with other involved staff, to make the school system aware of how to best advocate for the student (Massat, Kelly, Constable, 2016).

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A school system can hinder a student with ADHD by not learning how to help a student with ADHD to reach their learning potential. Many schools can view this disorder as too disruptive to the class and continuously writing off the student as having reoccurring behavioral problems, to keep them out of the classroom (Massat, Kelly, Constable, 2016).

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1. Are you male or female?
2. Have you or anyone you know, been diagnosed with ADHD?
3. Do you feel that this site was helpful to your knowledge of ADHD?
4. Would you recommend this site to a friend?
5. What could be improved on this site?

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Students who are diagnosed with ADHD lack attentiveness in the classroom, exhibit hyperactive behavior and impulsivity (Massat, Kelly, Constable, 2016).

Theses effects can lead to expulsion, detention, and also the student not learning the material. All of these factors could lead to less than desirable academic performances.

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A school can help students with ADHD by becoming more knowledgeable about the disorder and potential interventions to maximize the academic performance of the student (Massat, Kelly, Constable, 2016).

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Implementation of EIPs by the School Social Worker 

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Implementation of EIPs by the School Social Worker 

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School social workers may need to implement EIPs on all three of the tiers: Tier 1, Tier 2 and Tier 3.

Tier 1: Use Social-Emotional Learning to promote positive behavioral interventions (Massat, Kelly, Constable, 2016). School Social Workers would monitor the progress of this intervention by weekly reports of child behaviors and having snacks for those that exhibited positive behavior for the week to continue that positive behavior.

Tier 2: Use Behavior Education Program to serve as a way to provide additional support for students through the use of a daily checking in and out system (Massat, Kelly, Constable, 2016). The checking in and checking out system would be used to monitor any improvements with the student through the submission of their goal sheet.

Tier 3: Use Psychoeducation to help the student understand their ADHD and form ways to control the impact of ADHD on their everyday life and academics (Beaulieu,Sulkowski, 2015). Monitor this system by having a meeting with the child twice a week at school to speak with them about their understanding of their ADHD and to check on their academic progress through report cards and progress reports.