# data[].attributes.body
I have ADHD, but ADHD doesn't have me.

# data[].attributes.body
I aspire to apply timers and music more in the library.

# data[].attributes.body
I agree that ADHD or any type of neurodivergence is a benefit to the classroom and society in general. Diversity is necessary for surviving in biology.

# data[].attributes.body
I aspire to incorporate strategies I have learned from reading the book to provide a positive and safe learning environment to ALL students. I want to have a plan in place to help students with ADHD (and beyond) to thrive!

# data[].attributes.body
My committment is to be flexible and forgiving, start small, use more visuals and visual directions.

# data[].attributes.body
I aspire to help my students learn that accepting that you have ADHD does not mean succumbing to it. I love what Jen said in the agree column, "I have ADHD, but ADHD doesn't have me."

# data[].attributes.body
Another year of explaining myself (thinking and behaviors). Having ADHD impacts me personally and how I teach, and also the people around me.

# data[].attributes.body
I know that ADHD can make school difficult.

# data[].attributes.body
I love hearing about how it feels to have ADHD. This was helpful to better understand how to help and not over help.

# data[].attributes.body
I agree that ADHD can be a positive when you learn to harness its power.

# data[].attributes.body
ADHD looks, feels, and affects people differently, children and adults.

# data[].attributes.body
I agree ADHD is not a character flaw - and by reading this book has taught me how to help students in the library who my have ADHD whether they know it or not.

# data[].attributes.body
It is always important to me to connect with my students and create a happy and safe classroom environment. I would especially like to focus on improving my connection with my most struggling students through maintaining positive classroom vibes, connecting, not correcting, and being more empathetic. Overall, continuing to do better for my students that I know more about ADHD.

# data[].attributes.body
I worry that some students use my flexibility to do less than they can. I like to push students to do their best AND to be responsive to their individual needs but figuring out where that balance is is difficult.

# data[].attributes.body
I know that ADHD can be overwelming and is often a cause of a person feeling less than or feeling like a failure.

# data[].attributes.body
Affirmed how students with ADHD feel in the classroom.

# data[].attributes.body
It seems people don't want to disclose or talk about having ADHD but it is very helpful to know so that creates a better understanding of why people do things and aren't just being rude or disrespectful. If we assumed everyone had ADHD, the world would be more tolerant of people.

# data[].attributes.body
I loved hearing the helpful strategies. Most I already use but learned some new ones.

# data[].attributes.body
I aspire to continue to advocate for students and adults and provide support for their success in a world not patterned for people with ADHD.

# data[].attributes.body
I aspire to incorporate a few of the things I learned in my classroom. I am not sure what I might try at this point because it really depends on my students since I know different things work for different people.

# data[].attributes.body
I commit to do my best

-to teach all students

-to meet students where they are

-to have high expectations

-to enjoy the process.

# data[].attributes.body
I aspire to share what I learned with more teachers to help them in the classroom. I think some people focus on the medication side first before changing what they are doing in the classroom to help.

# data[].attributes.body
To continue to create and foster a positive environment for the unique set of students each year and do my best to explain the WHY.

# data[].attributes.body
Apprehension of how having ADHD and the challenges students face dealing with those behaviors.

# data[].attributes.body
I commit to talk with students to help them determine what helps them and what doesn't. Having a list of things they can try and revisit to help them figure out sooner vs. later how to advocate for themselves.

# data[].attributes.body
Symptoms of ADHD are not choices that students are making.

# data[].attributes.body
To be more flexible and forgiving for students and use more visuals.

# data[].attributes.body
Like Sirin shared, it is important to create positive vibes in our classrooms (learning to ignore mild behaviors and lift students up) and sometimes it is hard to help other adults understand and support and implement that same positivity with struggling students. It can really make or break a student's day.

# data[].attributes.body
I agree that often times adhd and its symptoms are not always a choice- specially in younger ages who don't understand what's going on with themselves

# data[].attributes.body
I worry about the push back i may or may not receive from parents when trying to help their child cope with the adhd in class

# data[].attributes.body
ADHD looks different for everyone, even those who feel they have the same type. it effects everyone differently

# data[].attributes.body
I aspire to create a more aspiring environment and educate parents more, specially those who may be dealing with it for the first time with their first child and to guide/support then through the IEP/504 process empathetically

# data[].attributes.body
I commit to being more understanding, to create a more empathetic environment AND to help fellow students and adults also realize why it is so important to create this understanding environment

# data[].attributes.body
I agree that we can help change the narrative of ADHD in our classrooms by helping students and families find strategies that improve their learning and daily life and build them up, rather than focus on the negative symptoms. This book and you all shared so many great perspectives and positivity.

# data[].attributes.body
I am committed to creating a safe and positive learning environment that is ADHD friendly for all of my students (diagnosed/undiagnosed). Emphasizing connection not correction and an empathetic classroom community.