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ADHD and Behavior Disorders Center - Child Mind Institute

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The Child Mind Institute’s ADHD Center provides children with effective, evidence-based treatments. Our ADHD psychologists are available in NYC & CA.

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ADHD Symptoms Test for Kids

Only a mental-health professional can tell for sure whether symptoms of distractibility, impulsivity, and hyperactivity are severe and persistent enough to suggest a positive diagnosis of attention deficit hyperactivity disorder. But if you are concerned that your child demonstrates ADHD symptoms, take this test to better measure his or her behaviors and to understand how ADHD in children is diagnosed.
This questionnaire is designed to determine whether your child demonstrates symptoms similar to those of attention deficit disorder (ADHD). If you answer yes to a significant number of these questions, consult a physician and a licensed mental health practitioner. An accurate diagnosis can only be made through clinical evaluation. Based on the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), published by the American Psychiatric Association.
Can't see the self-test questions above? Click here to open this test in a new window.

ADHD in Children: Next Steps

1. Take This Test: Inattentive ADHD Symptoms in Children
2. Take This Test: ADHD Symptoms in Girls
3. Take This Test: Hyperactive and Impulsive ADHD Symptoms in Children
4. Take This Test: Oppositional Defiant Disorder in Children
5. Take This Test: Sensory Processing Disorder in Children
6. Find: ADHD Specialists or Clinics Near You
7. Consult Our ADHD Treatment Guide for Children

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Does My Child Have ADHD? Symptom Test for Kids

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Does my child have ADHD? If you suspect that your child has symptoms of hyperactive, impulsive, or inattentive ADHD, take this ADHD test for kids and share the results with your child's doctor when requesting a thorough evaluation.

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ADHD & the Brain

No. 121; February 2017

Attention-Deficit/Hyperactivity Disorder (ADHD) is a condition where people have difficulty with inattention, hyperactivity, impulsivity, regulating their mood, and organization. For example, a child or teen with ADHD may have trouble in school and home with paying attention, concentrating, losing things, following directions, sitting still, acting without thinking, or getting mad and frustrated easily.

ADHD is a brain disorder. Scientists have shown that there are differences in the brains of children with ADHD and that some of these differences change as a child ages and matures.

Brain Structure
Research has shown that some structures in the brain in children with ADHD can be smaller than those areas of the brain in children without ADHD.

The brain is an organ that controls thinking, feeling, and behavior. The brain is divided into sections called lobes.

The front of the brain behind the forehead is the frontal lobe. The frontal lobe is the part of the brain that helps people to organize, plan, pay attention, and make decisions. Parts of the frontal lobe may mature a few years later in people with ADHD.

The frontal lobe is the area of the brain responsible for:

Problem Solving

Memory

Language

Motivation

Judgment

Impulse control

Social behavior

Planning

Decision-making

Attention

Ability to delay gratification

Time perception

Networks
The brain is made up of nerve cells called neurons that transmit signals in the brain. Signals travel through the brain in groups of nerve cells called "networks." Researchers have identified several major networks that work differently in people with ADHD. These networks are involved in reward, focus, planning, attention, shifting between tasks, and movement.

Neurotransmitters
There are chemicals that help to transmit signals from one nerve cell to the next throughout the networks in the brain. These chemicals are called neurotransmitters. Dopamine and norepinephrine are two neurotransmitters that may play a role in ADHD.

While scientists have shown that there are differences in the brain size, networks, neurotransmitters, and brain development of children with ADHD, they do not fully understand how these differences lead to the cause and the symptoms of ADHD. Treatments for ADHD are thought to work in part by altering the levels of the neurotransmitters and changing how the networks function.

If your child has problems with attention, hyperactivity, or impulsivity, talk to your pediatrician or family doctor. They can perform an evaluation and start treatment or help with a referral to a qualified mental health professional.

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Attention Deficit Hyperactivity Disorder (ADHD) is a condition where people have difficulty with inattention, hyperactivity, impulsivity, regulating their mood and organization.

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Understanding ADHD for Parents- SOWK 505

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Understanding ADHD for Parents- SOWK 505

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Understanding ADHD: Information for Parents

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ADHD is a chronic condition of the brain that makes it difficult for children to control their behavior. According to national data, ADHD affects about 9.4% of U.S. children ages 2-17―including 2.4% of children ages 2-5 and 4%-12% of school-aged children.

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ADHD symptoms can present as mostly inattentive, mostly hyperactive-impulsive, or a combination of both types of symptoms.

If you think you or someone you know might have ADHD, the first step is to talk with a healthcare provider.

Signs and symptoms

It is normal for children to have trouble focusing and behaving at one time or another. However, children with ADHD do not just grow out of these behaviors. The symptoms continue, can be severe, and can cause difficulty at school, at home, or with friends.

Signs

A child with ADHD might

daydream a lot

forget or lose things a lot

squirm or fidget

talk too much

make careless mistakes or take unnecessary risks

have a hard time resisting temptation

have trouble taking turns

have difficulty getting along with others

Symptoms

Based on the types of symptoms, three kinds (presentations) of ADHD can occur:

Predominantly Inattentive Presentation

Predominantly Hyperactive-Impulsive Presentation

Combined Presentation (a combination of inattentive and hyper-impulsive symptoms)

Because symptoms can change over time, the presentation may change over time as well.

When to talk to your doctor

If you are concerned about whether a child might have ADHD, the first step is to talk with a healthcare provider to find out if the symptoms fit an ADHD diagnosis. The diagnosis can be made by a mental health professional, such as a psychologist or psychiatrist, or by a primary care provider, like a pediatrician.

Is there a test for ADHD?‎

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ADHD symptoms can change over time and presents itself in three different ways.

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What Is ADHD?

ADHD stands for attention deficit hyperactivity disorder. It is a medical condition. A person with ADHD has differences in brain development and brain activity that affect attention, the ability to sit still, and self-control. ADHD can affect a child at school, at home, and in friendships.

What Are the Signs of ADHD?

All kids struggle at times to pay attention, listen and follow directions, sit still, or wait their turn. But for kids with ADHD, the struggles are harder and happen more often.

Kids with ADHD can show signs in any or all these areas:

Inattentive. Kids who are inattentive (easily distracted) have trouble focusing their attention, concentrating, and staying on task. They may not listen well to directions, may miss important details, and may not finish what they start. They may daydream or dawdle too much. They may seem absent-minded or forgetful, and lose track of their things.

Hyperactive. Kids who are hyperactive are fidgety, restless, and easily bored. They may have trouble sitting still, or staying quiet when needed. They may rush through things and make careless mistakes. They may climb, jump, or roughhouse when they shouldn't. Without meaning to, they may act in ways that disrupt others.

Impulsive. Kids who are impulsive act too quickly before thinking. They often interrupt, might push or grab, and find it hard to wait. They may do things without asking for permission, take things that aren't theirs, or act in ways that are risky. They may have emotional reactions that seem too intense for the situation.

Sometimes parents and teachers notice signs of ADHD when a child is very young. But it's normal for little kids to be distracted, restless, impatient, or impulsive - these things don't always mean that a child has ADHD.

Attention, activity, and self-control develop little by little, as children grow. Kids learn these skills with help from parents and teachers. But some kids don't get much better at paying attention, settling down, listening, or waiting. When these things continue and begin to cause problems at school, home, and with friends, it may be ADHD.

What Causes ADHD?

It's not clear what causes the brain differences of ADHD. There's strong evidence that ADHD is mostly inherited. Many kids who have ADHD have a parent or relative with it. Kids also can be more at risk for it if they were born early, are exposed to environmental toxins, or their mothers used drugs during pregnancy.

ADHD is not caused by too much screen time, poor parenting, or eating too much sugar.

How Is ADHD Diagnosed?

If you think your child has ADHD, make an appointment with your child's doctor. They will do a checkup, including a vision and hearing check, to be sure something else isn't causing the symptoms.

To diagnose ADHD, doctors start by asking about a child's health, behavior, and activity. They talk with parents and kids about the things they have noticed. Your doctor might ask you to complete checklists about your child's behavior, and might ask you to give your child's teacher a checklist too.

After gettng this information, doctors diagnose ADHD if it's clear that:

A child's trouble with paying attention, hyperactivity, or impulsivity go beyond what's usual for their age.

The behaviors have been going on since the child was young.

The behaviors affect the child at school and at home.

A health check shows that another health or learning issue isn't causing the problems.

Many kids with ADHD also have learning problems, oppositional and defiant behaviors, or mood and anxiety problems. Doctors usually treat these along with the ADHD.

The doctor can refer you to a child psychologist or psychiatrist, if needed.

How Is ADHD Treated?

Treatment for ADHD usually includes:

Medicine. This activates the brain's ability to pay attention, slow down, and use more self-control.

Behavior therapy. Therapists can help kids develop the social, emotional, and planning skills that are lagging with ADHD.

Parent coaching. Through coaching, parents learn the best ways to respond to behavior problems that are part of ADHD.

School support. Teachers can help kids with ADHD do well and enjoy school more.

The right treatment helps ADHD improve. Parents and teachers can teach younger kids to get better at managing their attention, behavior, and emotions. As they grow older, kids should learn to improve their own attention and self-control.

When ADHD is not treated, it can be hard for kids to succeed. This may lead to low self-esteem, depression, oppositional behavior, school failure, risk-taking behavior, or family conflict.

How Can Parents Help?

If your child is diagnosed with ADHD:

Be involved. Learn all you can about ADHD. Follow the treatment your child's health care provider recommends. Go to all recommended therapy visits.

Give medicines safely. If your child is taking ADHD medicine, always give it at the recommended time and dose. Keep medicines in a safe place.

Work with your child's school. Ask teachers if your child should have an IEP or 504 plan. Meet often with teachers to find out how your child is doing. Work together to help your child do well

Parent with purpose and warmth. Learn what parenting approaches are best for a child with ADHD - and which can make ADHD worse. Talk openly and supportively about ADHD with your child. Focus on your child's strengths and positive qualities.

Connect with others for support and awareness. Join a support group like CHADD for ADHD to get updates on treatment and other information.

ADHD can improve when kids get treatment, eat healthy food, get enough sleep and exercise, and have supportive parents who know how to respond to ADHD.

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ADHD is a common medical condition that can affect kids at school, at home, and in friendships. Learn more about ADHD and how to help kids get the best diagnosis and care.

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How to help ADHD children at home- SOWK 505

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How to help ADHD children at home- SOWK 505

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How can you help your child with ADHD at home? Try these ADHD tips and parenting strategies to help with kids with ADHD or ADD.

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Unlocking Your Child’s Potential: A Guide for Parents of Children with ADHD – ADD Resource Center

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Harold Robert Meyer /The ADD Resource Center http://www.addrc.org/ 12/06/2023 Reviewed 09/10/2024

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Parent Skills for Neurodiversity- SOWK 505

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Parent Skills for Neurodiversity- SOWK 505

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Parent Skills-Building Courses - ADHD Foundation

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Our parenting team are committed to supporting parents and carers to develop their skills and knowledge of neurodevelopmental conditions.

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Center for the Neurobiology of Learning and Memory | UCI CNLM

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What is the Brain Explorer Academy?

The Brain Explorer Academy is the CNLM's flagship educational program for children. The program is the first in the world to combine neuroscience research, scientific communication and critical thinking skills training for children by University professors and students. Founded by Manuella Yassa, Director of Outreach and Education and run by the Center's education team, the CNLM Ambassadors, the program aims to expose young children to the wonders of the brain at an early age, teaching them the basics of neuroscience research, the scientific process, and scientific communication.

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Brain Explorer Academy - Center for the Neurobiology of Learning and Memory | UCI CNLM

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Welcome to the CNLM's Brain Explorer Academy where children learn about the brain from real scientists at the UC Irvine CNLM! Subscribe to the mailing list...

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Learn more about early brain development and explore our resources for caregivers and early childhood professionals.

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Parents often find it overwhelming trying to meet their children’s needs. With limited time, limited resources, and limited patience meeting all of their needs can seem like an impossible task. If we can’t do it all, where should we begin? Where should we focus? What is most important?

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Positive Supports for Students with ADHD- SOWK 505

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Positive Supports for Students with ADHD- SOWK 505

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Positive, Intentional Supports for Students With ADHD

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An educator with attention-deficit/hyperactivity disorder shares simple strategies for supporting students with this learning difference.

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Educator Guide to Easing Anxiety- SOWK 505

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Educator Guide to Easing Anxiety- SOWK 505

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An Educator’s Guide to Easing Anxiety in the Classroom – Learning Disabilities Association of America

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Adults need to learn what the triggers are for the children, and then help the children identify those triggers, so that they can do better. For instance, in a classroom, it might be certain words that trigger something worrying. The first thing we have to do is know our children, and what I call the emotional baggage that they’re coming into the classroom with, because a lot of our children are coming in with a lot of baggage.

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Teaching Students with ADHD - HelpGuide.org

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Dealing with ADHD in the classroom? These tips for teachers will help you overcome common challenges.

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Attention Deficit Hyperactive Disorder (ADHD)

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Attention Deficit Hyperactive Disorder - National Association of Special Education Teachers

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If human potential were determined at birth, we would have little need for schools. However, we know that environment plays a powerful role in individual growth. We create schools to develop that potential and broaden opportunity.

As schools attempt to help all students meet new goals for learning set by state and national standards, education policy makers, administrators, and teachers must determine how to create learning environments that nurture those students who fail to learn in traditional school settings. This brief will examine how the mismatch between school environments and children with ADHD contributes to school failure, and will review suggested changes in policy and practice that can help schools become places of growth and development for all students, including those with ADHD.

ADHD and school failure

For children with ADHD, "school too often starts with failure ... and goes downhill from there." ¹ With failure rates double to triple those of other children, about 50 percent repeat a grade by adolescence. ² Thirty-five percent eventually drop out of school and only 5 percent complete college. ³ One study found that, by age eleven, 80 percent were at least two years behind in reading, writing, spelling, and math. ⁴ Even children with normal to superior intelligence show "chronic and severe underachievement." ⁵

Unusually high suspension and expulsion rates further compromise school achievement and completion. A long-term study found that 46 percent of children with ADHD had been suspended and 11 percent had been expelled. ⁶ Taken together, expulsion and dropout rates approach 50 percent - an alarming statistic, since children with ADHD compose up to seven percent of the population. ⁷

The three main characteristics of ADHD - inattention, impulsivity, and hyperactivity - can interfere with academic performance. Children with ADHD pay attention to what is novel or stimulating and may have trouble focusing on important information rather than on extraneous details or background noise. They may be unable to sustain attention, especially during repetitious, rote, or prolonged tasks, or in situations of decreasing novelty. Hyperactivity - motor and verbal - will probably be seen as misbehavior when children are expected to sit quietly. Finally, impulsivity causes difficulty in any task requiring a delay: raising hands to answer questions, reading or listening to directions, asking questions to clarify information, planning, and organizing. ⁸

Deficiencies in executive brain functions tied to motivation, analysis, goal-setting, and problem-solving can seriously impair academic performance among children with ADHD. ⁹ In addition, up to 50 percent of children with ADHD have coexisting learning disabilities, especially in spelling, reading, writing, and math. 10,11

The mismatch of ADHD and school

Traditional classroom practices make schooling an ordeal for many children with ADHD. ¹² From kindergarten on, their biologically based inability to inhibit behavior and control responses ¹³ prevents them from meeting typical school demands for self-control and self-direction: to stay in their seats until given permission to get up, to raise their hands before talking, to pay attention when the teacher speaks, to follow directions, to complete repetitive work within time constraints, and to become increasingly independent and organized. ¹

Some observers, including Pelligrini and Horvat, suggest that many school problems experienced by children with ADHD do not result solely from the inborn, biological factors that underlie the disorder, but from a mismatch between the child and the environment (school). 14,12,15,16,17,1 The same observation applies to at-risk students in general. Based on their review of the literature, Rossi and Montgomery believe risk is "best conceptualized as ... societal, home, or school dysfunction rather than as qualities inherent in children."

Research shows that many within-school variables can influence children's behavior. For instance, attention span can be affected by (a) interest due to gender preference, (b) task difficulty, and (c) task duration – children pay more attention to subjects that interest them, their attention wanders if they don't understand the material, and their attention wanes over time. ¹⁴ Challenging - but not frustratingly difficult or boring – tasks also motivate children to learn.

School success or failure depends on "goodness of fit": how well within-child variables (such as biological predispositions) interact with environmental variables (such as classroom expectations). In the classroom as in the world, "biology and environment are interactive." ¹⁴ Again, the at-risk literature echoes this sentiment: "The degree of fit' between a child's abilities and the demands of school life, the extent to which there is consonance between home and school expectations, and the extent to which school activities appear rewarding influence a child's readiness to meet school requirements." ¹⁸

ADHD is not like strep throat, which one either has or doesn't have; instead, the severity and consequences of ADHD symptoms relate to environmental demands on behavior. For example, a child with ADHD may not stand out at recess, but will be more easily spotted in situations requiring "sustained effort, inhibition, organization, and self-regulation." Similarly, a child may exhibit fewer symptoms in a whole language classroom that encourages activity and collaboration than in classrooms requiring long periods of quiet, independent seat work. ¹⁷

Worksheet-dependent classrooms cause double trouble for these active, social children. They not only ignore the child's learning styles and strengths, but they also label as misbehavior the child's natural tendency to interact with the environment.

Schools' response to academic failure

Well-meaning programs to help failing children often consist of trying to change the child to fit the school environment. They may pull children out of the classroom, apply some sort of remedial strategy, then attempt to reinsert them successfully into the original situation and setting. Or schools retain children in a grade with hopes that they will catch up to the prescribed learning sequence the next time around.

While a few intervention programs have demonstrated success (e.g., Robert Slavin's Success for All), many remedial strategies are ineffective. ²¹ Too often, they assume that the child is the problem. This one-sided view not only isolates the child from the context of the learning environment, but it also precludes the exploration of environment-based solutions. ¹⁴ Certainly, many frustrated teachers have experienced environmental constraints (limited time, lack of resources, and too many other students) when attempting to meet individual learning needs. Reeve warns, "unless the school environment is altered to make it match the unique constellation of needs presented by students with AD[H]D, negative outcomes will continue." ¹ Surely, schools should consider both the learner and the learning environment when planning intervention strategies.

School-child relationships: a transactional model

A transactional model of school-child relationships shifts the main work of educators away from correcting deficiencies in special-needs and at-risk children to accommodating weaknesses while "designing instructional environments that match [their] strengths." ¹⁴ This model raises the issue of schools' readiness to teach children with diverse needs, as well as children's readiness to learn. ¹⁸

A transactional, two-way model of school performance encourages schools and families to meet halfway to share responsibility for children's learning. Through collaboration, schools, families, and community support systems can improve the fit between children and school environments to increase the probability of success.

Multimodal treatment: sharing responsibility for learning

Experts recommend multi-modal treatment for ADHD - a combination of academic, behavioral, and medical interventions to help children succeed at home and school. Multimodal treatment requires teamwork and assumes shared responsibility for school success. It involves a child's parents or caretakers, health-care professionals, and school personnel - teachers, administrators, special educators, and school psychologists - working together to design effective intervention plans that address individual weaknesses and build on strengths.

Interventions may include giving information and training to parents and teachers about ADHD, behavior modification techniques, counseling, social skills training, medication, and classroom accommodations. To meet schools halfway, families can seek information, training, and counseling, as well as possible drug therapy for the child; and they can communicate and collaborate with schools and teachers to support learning. To meet families halfway, schools can help provide information and access to school and community support services, communicate and collaborate with families, and make appropriate accommodations in the school environment.

Accommodations in the school environment range from specific plans for individual children to more comprehensive changes in school procedures, practices, and policies. Schools must provide specific accommodations to disabled individuals by law, while comprehensive changes in school environments depend on the discretion and will of educators, adm policy makers school governance bodies, and policymakers.

Specific, individual accommodations

Specific accommodations that compensate for individual weaknesses can be critical to the success of children with ADHD and should be part of the child's IEP or 504 plan. Since no two children with ADHD have the same strengths and weaknesses, specific accommodation plans should be developed for each child. The U.S. Department of Education counsels that "Plans should, at a minimum, identify students' characteristics and special learning needs and provide sound ideas for strengthening their academic and social performance." ¹⁶

In a 1991 memorandum, the Department suggested some possible modifications for children with ADHD in regular education classrooms:

Providing a structured learning environment

repeating and simplifying instructions about in-class and homework assignments

supplementing verbal instructions with visual instructions; using behavioral management techniques

adjusting class schedules

modifying test delivery

using tape recorders, computer-aided instruction, and other audiovisual equipment

selecting modified textbooks or workbooks

and tailoring homework assignments

Other provisions range from consultation to special resources and may include reducing class size; use of one-on-one tutorials, classroom aides and note takers; involvement of a "services coordinator" to oversee implementation of special programs and services, and possible modification of nonacademic times such as lunchroom, recess, and physical education. ²²

Behavior management techniques

Children with ADHD perform best with clear expectations and immediate feedback. They may need extra help from behavior modification plans to meet classroom expectations such as completing work and restraining movement. While such plans may temporarily change a behavior, thereby improving grades - children complete more assignments, resulting in a higher average - they do not address learning problems. Modified behaviors, moreover, do not automatically generalize to other settings. Research has shown the following types of behavior modification to be effective for students with ADHD. ²³

Positive reinforcement the place to start when developing plans ranges from frequent positive feedback (praise) to token reward systems, in which children can earn treats and privileges for specified behavior.

Behavior reduction strategies negative feedback; short, immediate reprimands; and redirection effectively reduce undesirable behaviors and should be used along with positive reinforcement.

Response cost, which combines positive reinforcement (earning tokens that can be exchanged for privileges or rewards) and punishment (deducting tokens for undesirable behavior), can increase on-task behavior and work completion.

Correspondence training rewards children for matching their words (intentions) to actions: they promise to complete a task, then do it; or do the task, then report it.²⁴

Modifying test delivery

Children with ADHD may have problems with executive function and written language, so they may better demonstrate knowledge of material through oral testing, performance testing, or other alternative demonstrations of accomplishment. Students can be provided extra time to complete tests or quiet testing areas away from distractions.

Tailoring homework

Children with ADHD may benefit from modified or shorter assignments. Even older students may need help managing their time and keeping track of assignments, textbooks, and other instructional materials. Daily assignment sheets that parents can monitor at home, subject dividers and pencil pouches for notebooks, an extra set of textbooks to keep at home, and assistance planning and executing long-term assignments can boost homework completion.

Reducing class size

Barkley ¹⁰ recommends small classes for children with ADHD. He says that "12-15 is ideal, while 30-40 is unmanageable." Other strategies for lowering the pupil-adult ratio include using classroom aides, team teaching with resource personnel, and enlisting parent volunteers.

One-on-one tutorials

Class-wide peer tutoring - which pairs students for drill-and-practice activities - has been shown to be effective for children with ADHD. It provides them the immediate feedback they need, while reducing demands on teachers' time. ²⁵

Since fostering self-esteem is critical to their treatment, children with ADHD need to develop and recognize their increasing academic competence. ²⁶ The best intervention strategies maximize a child's success and are designed so that the child takes credit for the success. ²⁷ They also consider a child's individual strengths and weaknesses within the context of particular classroom situations and requirements. Busch offers sound advice: "Accommodate the child's difficulties ... and teach to the child's strengths and abilities." ²⁸

Comprehensive changes in school environments

A teacher who must manage a classroom that includes several children with special needs - all requiring individual accommodations - takes on a tremendous burden. Comprehensive changes that make schools and classrooms more nurturing may eliminate the need for so many individual accommodations - lifting the burden from teachers while improving student outcomes. ¹ Many current local, state, and national school reform efforts focus on changes in school environments in order to make schooling a better experience for all children.

Unfortunately, little research specific to interventions for ADHD exists to guide educators and policy makers. While the knowledge base is growing, a review of the literature shows "serious gaps" regarding effective academic strategies, and even less is available from the policy perspective. 23,29 Fortunately, the research is beginning to show that what is good for all students works with children with ADHD (Maurice McInerney, personal communication, January 8, 1995). In addition to specific research on ADHD, educators and policy makers can turn to related research - such as the at-risk, school reform, and motivation literature - to begin the process of building nurturing environments.

In their review of the literature on at-risk students and school-reform efforts, Rossi and Montgomery report that policy makers have proposed "significant changes in curriculum, instruction, assessment, and organizational strategies ... to create a challenging, non stigmatizing learning environment that meets student needs." ¹⁸ When proposing such comprehensive changes, policymakers should consider four issues to provide at-risk children the opportunity and motivation to learn: academic success; relevance of the school program; positive, supportive relationships with teachers at school; and supportive conditions beyond school. ²¹

Multimodal treatment for ADHD attempts to improve academic success, in-school relations, and out-of-school support through individual accommodations and collaboration among school personnel, families, and community support systems (including medical professionals). Relevance of curriculum, however, goes beyond the legal requirements of individual accommodation and into the realm of policy making. The following sections look at proposed changes in curriculum, instruction, assessment, and organization and how they relate to children with ADHD.

Curriculum

A curriculum that is irrelevant to students' social and economic interests has been shown to contribute to poor performance, dropping out, and rebellious behavior. To be intrinsically motivating to any student, curricula need to be "interesting, challenging, and providing opportunities for initiative and creative effort." ²¹ Many observers echo these sentiments regarding children with ADHD. Barkley ³⁰ says that interesting, challenging, and meaningful experiences are more apt to keep children with ADHD motivated and engaged. Since students with ADHD function in the realm of the immediate, he says, they may not work for delayed rewards such as grades: the reward must be in the task itself. ³¹

Weaver says that offering children with ADHD "meaningful learning experiences" helps them focus and concentrate. ¹⁷ Her research has shown that children with ADHD respond well to a meaningful, whole-language curriculum that "offers ... choice and ownership, and that supports learners in taking more responsibility for their own learning and their behavior." She then supplies organizational and other support to individual students as needed.

Kohn ¹⁹ favors a constructivist, student-centered curriculum that allows students to choose alternative assignments, connects learning to real-life experiences, and embeds less interesting tasks in more appealing activities. A curriculum that emphasizes collaboration, content, and choice, he says, internally motivates students to learn and reduces the need for rewards and punishments to stimulate interest and control behavior.

Collaboration promotes learning through active interaction with information and other people. An increasingly popular form of classroom collaboration cooperative learning has been shown to engage students and increase achievement. Experts16,17,32 recommend cooperative learning for students with ADHD.

Content, in Kohn's discussion, includes both what is taught and how it is taught. Kohn believes that many school tasks are "not worth doing" because they overemphasize rote memorization, discourage creativity, and fragment information. This combination can be disastrous for children with ADHD, who, because of their biologically driven need for stimulation, have little tolerance for boredom.³² Instead, he supports a curriculum that relates topics to students' lives and concerns, involves children through inquiry and meaningful experiences, and teaches responsibility and problem-solving through real-life applications.

Choice, or self-determination, is critically linked to motivation. Kohn, like Weaver, advocates involving children in substantial decisions about their learning, from a choice of reading and writing assignments to alternative ways to demonstrate learning.

To promote interest and increase the social and economic relevance of curricula, policy-makers have proposed incorporating real-world experiences into the curriculum, integrating vocational and academic instruction, and developing school-to-work programs and apprenticeships. ²¹

Instruction

Research has shown that instructional strategies from the effective-teaching literature benefit children with ADHD in regular education classrooms. These include previewing the lesson, providing direct instruction, connecting information to students' prior knowledge and personal experience, checking for understanding, and preparing students for transitions to the next activity. ³³

Studies have also found that task stimulation - adding stimulation to instruction, rather than reducing it - can improve performance and behavior in children with ADHD. ²³ To help improve cognitive outcomes, Zentall 34,8 recommends that teachers add novelty, stimulation, and activity to teaching materials and methods. Methods include active learning and high response opportunities - building more verbal response and motor activity into academic tasks (e.g., group work, choral responding, flip cards, talking), and adding color to instructional materials (e.g., colored notebook paper or colored print), especially for rote tasks.

Computer instruction, especially games without excessive animation, has been shown to increase attention in students with ADHD. ³⁵ Computers also allow individuals to work at their own rates and levels, provide immediate feedback, and help develop problem-solving skills. Word processing programs with spell checks accommodate students who have difficulty with writing and spelling.

Finally, experts recommend instructional strategies that draw on children's strengths rather than emphasizing their weaknesses. Zentall ³² has found that children with ADHD are "learn by doing, trial and error learners" who will work "to get something (stimulating, active, novel)" or "to get out of or away from something (repetitious, boring)."

Some strategies or theories that help schools identify and address students' areas of strength include learning styles, ³⁶ multiple intelligences, ³⁷ and human dynamics. ³⁸

Assessment

Disabilities can penalize children with ADHD on tests and cause poor performance. Impulsivity causes errors on multiple-choice items, ⁸ memory problems impede retention of factual information, impairment of executive function interferes with essay writing, and hand-writing difficulties consume limited time. Authentic or alternative assessments that allow students to "demonstrate what they have learned rather than how well they take a test" ²¹ may provide educators and policy makers with clearer information about the effectiveness of both individual accommodations and changes in school environments.

Many state and federal agencies and professional organizations are developing assessment measures tied to new content-area standards and curriculum frameworks. Due to concerns that schools often exempt special education students from state-level assessments - leaving policy-makers little data for measuring their progress toward education goals or determining accountability - the National Center on Education Outcomes has recommended that state and federal agencies develop guidelines for including these students in assessments and "develop and study - modifications, accommodations, and alternatives" that will allow them to participate. ³⁹ Eligible students with ADHD are currently provided modifications such as extra time, separate testing areas, and the use of calculators on college entrance and General Equivalency Diploma (GED) examinations.

Organization

Part of the misfit between schools and at-risk children may result from mixing economics and education - using free market values of competition and survival of the fittest (or "smartest") ⁴⁰ to achieve the mutually exclusive goal of universal excellence. As in many Olympic events, classroom time is one variable that separates the winners from the losers.

As the National Education Commission on Time and Learning ⁴¹ reports, time "governs how material is presented to students and the opportunity they have to comprehend and master it," so that "the boundaries of student growth are defined by schedules for bells, buses, and vacations instead of standards for students and learning." The Commission believes that "fixing [this] design flaw" opens the door for needed reforms: accommodating young children at different levels of readiness; radically changing teaching and learning by encouraging practices like block scheduling, team teaching, and integrating disciplines; ending the practice of grouping children by age; adjusting classrooms to meet the individual student's needs and learning styles - "offering more frequent breaks, providing more opportunities for hands-on learning, encouraging group work"; and allowing more individualized instruction.

Research shows that schools' scheduling practices affect students' attention and activity levels. Children's ability to remain on task and their need for breaks naturally varies according to age and developmental level. Organizing instruction and breaks around students' developmental needs could help maximize concentration, reduce inappropriate activity, and improve time on task for all children, including those with ADHD. ¹⁴

Lack of time in school also limits teachers' opportunities for planning, collaboration with others - including peers, parents, and support personnel - and staff development. Multimodal treatment for students with ADHD requires that teachers have this extra time within the school day, yet in reality, few do.

Organizational constraints influence other decisions about teaching and learning that adversely affect children with ADHD. For instance, class size may help determine choice of teaching methods and learning activities, as anyone brave enough to do anything with 25-30 children can imagine. Understandably, teachers may choose to assign independent seat work rather than attempt collaborative, hand-on activities. They make this choice as much for management and crowd control as for educational benefit, of course, but a preponderance of seat work exacerbates the symptoms of students with ADHD and does little to promote genuine learning for anyone.

Policy makers have proposed new organizational strategies to increase support for at-risk students. To combat impersonalization at the secondary level caused by large schools and frequent class changes, they have created smaller academic units within large schools ("schools within schools") and interdisciplinary teacher teams. ²¹ These strategies allow teachers and students to get to know each other and help teachers collaborate to address individual student problems. Collaboration and consistency among teachers especially benefit students with ADHD, who function best with routine, structure, and consistent expectations.

Monitoring performance

Because educators and policy makers must forge ahead to improve education outcomes for all students, including those with ADHD, they must carefully monitor student progress and evaluate whether programs and policies yield desired results. A school environment that nurtures the growth and development of children with ADHD would, at the very least, decrease dropout, suspension, expulsion, failure, and retention rates; and increase enrollment in college and post secondary training programs in this population.

Questions for consideration

To build nurturing environments for children with ADHD and other at-risk students, policy makers and educators may want to ask the following questions:

Does instruction draw on students' strengths or focus on weaknesses?

Does the curriculum interest, challenge, and engage students?

Is the curriculum relevant to students' social and economic needs?

Do classroom assessment instruments penalize children with disabilities or measure what they know?

Do children with ADHD participate in state assessment measures? Do schools provide accommodations that allow them to participate?

Do school schedules and calendars take precedence over students' individual developmental and learning needs?

Do teachers have time to meet student needs, collaborate with peers, and develop their knowledge and expertise?

Does short-term efficiency (school and class size) matter more than long-term effectiveness (learning and growth)?

Do schools aggregate and monitor outcome data for students with disabilities (dropout, suspension, expulsion, failure, and retention rates; and enrollment in college and post secondary training)?

Conclusion

As a nation, we can no longer afford to let at-risk children, including those with ADHD, fail in school. Their failure not only increases the risk of "dropping out ... unemployment ... claiming welfare benefits ... problems with authority, and ... penal incarceration," ⁴² but also deprives society of contributions they could have made had their potential been developed. Each wasted life is a tragedy. As educators responsible for the nourishment and growth of future generations, we must find better ways to help children meet our standards and expectations. We need to take a hard look at how we can reach and teach ⁴³ them where they are.

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This brief will examine how the mismatch between school environments and children with ADHD contributes to school failure, and will review suggested changes in policy and practice that can help schools become places of growth and development for all students, including those with ADHD.

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The term ADHD stands for Attention Deficit Hyperactivity Disorder and it is a neurodevelopmental disorder that impacts a person's thinking, feelings, and behaviour. ADHD is one of the most common mental health diagnoses in children and adolescents, affecting approximately 5% of young people around the world.

ADHD has three main types of presentations:

1. 'Inattentive' sub-type: It may seem like the young person does not hear instructions, they have difficulty staying focused on some tasks, they tend to lose things, and they have struggles staying organized.

2. 'Hyperactive-Impulsive' sub-type: These individuals are easier to spot because they are often moving or fidgeting and find it difficult to stay seated. They may also be very talkative and tend to interrupt others.

3. 'Combined' sub-type - these individuals have both the 'Inattentive' and the 'Hyperactive-Impulsive' characteristics. (Most common category)

All children have some of these symptoms from time to time, but children with ADHD have many symptoms in several of areas of their lives (such as home, school, and extracurricular activities) to the extent that they begin to interfere with their success and their happiness over an extended period of time.

Medical professionals have identified ADHD for more than one hundred years by a variety of terms and it has been studied extensively for over five decades. The prefrontal cortex (the "brain boss") is not performing at the level we would expect for the individual's age. In fact, we can see some difference between brains with, and without, ADHD through neuroimaging. When we look at pictures of an ADHD brain we can see disparities in size and level of activity in certain areas, compared to a brain of the same age without ADHD.

ADHD is a highly genetic disorder that runs in families. There are also other factors that may play a role in the development of ADHD, such as early injuries to the developing brain or exposure to toxins. ADHD is NOT caused by poor parenting, too much sugar, too much television, not enough exercise, or playing video games.

How Is a Student Diagnosed with ADHD?

There may be regions in which ADHD is over-diagnosed due to poor diagnostic practices. However, there are also many young people with ADHD who do not get identified and, most importantly do not receive treatment. Unfortunately, there is no blood test or other quick way to identify the disorder clearly. To properly diagnose ADHD, a thorough investigation is necessary. This may include an examination by a medical doctor, the completion of rating scales by parents and teachers, and/or a psychoeducational assessment by a psychologist to rule out other explanations for the symptoms.

It is important to note that ADHD does not equate to intelligence; individuals with ADHD may be in the gifted range, in the average range, or lower range of intellectual functioning. However, students diagnosed with ADHD do have an increased chance of also being diagnosed with other disorders, such as: learning disabilities, anxiety, and depression.

How Is ADHD Treated?

There is no way to "cure" ADHD. Research suggests that there are lifestyle choices that may help to improve ADHD symptoms, particularly regular aerobic exercise, omega-3 fatty acid supplements, and sufficient sleep. However, there are two main treatment areas that have received the most research support for decades: behavioural interventions and medication. Not surprisingly, research studies show that a combination of behavioural interventions and medication is the most effective for supporting young people with ADHD to be successful.

Behavioural Interventions
'Behavioural interventions' can be very helpful in helping young people manage their ADHD symptoms. The term 'behavioural interventions' generally refers to setting up the young person's environment (at home; school; extracurricular activities; etc...) to help them best overcome their challenges. The goal is to have them engage in strategies that can help them regulate their thoughts, behaviour, and emotions and also to make the rewards and consequences of the young person's behaviour more clear to them. In schools, teachers need to identify realistic expectations and provide clear, consistent, and predictable guidelines for student behaviour.

Medication
Parents need to determine if medication is the right course of action for their child, but it important for teachers to know that most kids diagnosed with ADHD do benefit from medication. Of course, the success of medication begins with a proper diagnosis and a knowledgeable prescribing doctor who collaborates with the family and the school to identify the type of medication (e.g., stimulant versus non-stimulant) and dose that provides the young person with the most benefits and the least side effects. For some young people finding the right medication and the right dose is achieved quickly, but for others it can be a more time-consuming process. Medication does not 'fix' the brain, however, what it does is allow their brains to slow down, be less reactive, be more receptive to information, and be more likely to develop skills and strategies to meet their goals.

How Does Having ADHD Impact a Student in My Classroom?

ADHD is a "brain boss" problem, as it is essentially a disorder of self-regulation. Young people with ADHD often appear more immature than other kids their age because they have a poor ability to regulate (or control) their behaviour, thinking, and emotions. They may be impulsive in each of these areas, for example, they may be prone to acting without thinking, interrupting others, and/or struggling to control their feelings. Not surprisingly then, ADHD makes it more difficult for young people to do what is expected of them at home, in school, and in the community.

A young person with ADHD may have the ability to do a certain task, but their performance on that task likely varies from day-to-day or even moment-to-moment. Their performance depends on their interest in the task, how fatigued their brain is, and factors in their environment (such as the amount of structure, the distractions, and the rewards). Thus, one of the hallmarks of ADHD is that the individuals are 'consistently inconsistent'.

Sometimes we see them struggle with staying focused on a task, especially one that is difficult for them or one that they think is boring. On the other hand, sometimes we see them focus (or 'hyper-focus') for hours on something that is particularly interesting or rewarding to them, such as video games. The difficulty is in regulating, or shifting, their attention.

Students with ADHD are ' consistently inconsistent' in terms of their performance. This an be frustrating to teachers and lead them to incorrectly assume that the student is being lazy, oppositional, or manipulative. An individual with ADHD may have the knowledge and ability to do a certain task, but their performance on that task likely varies day-to-day, or even moment-to-moment. Their performance depends on their interest in the task, how fatigued their brain is, and other factors in their environment (such as the amount of structure, the distractions, and the rewards).

Young people with ADHD, particularly those who are not receiving treatment, face daily struggles, and even failures, in many areas of their life which may impact the way they feel about themselves. For example, young people with ADHD may have difficulty getting along with other kids their age because of their impulsivity and immaturity and as a result, feel rejected and lonely.

How Can I Support Students with ADHD in My Classroom?

No two students with ADHD are exactly the same, so teachers will need to experiment with the strategies that are best for each student. Below are eight key principles to keep in mind when working with students with ADHD, along with associated recommendations to try in the classroom.

1. Remember that they are interest-seeking missiles!
The brains of students with ADHD are very active, but their ability to control their attention is lagging. Dr. Edward Hallowell refers to this as having a Ferrari engine for a brain, but with bicycle brakes. As a result, their brain is drawn to the most interesting or rewarding things in their environment, and their ability to shift their attention is compromised. In order to get them to concentrate on academic tasks we need to keep tasks manageable (e.g., short and appropriately challenging), as well as interesting (e.g., make it relevant to them) and/or rewarding (e.g., they get recognition for their efforts).

Whenever possible allow students to set their own pace for task completion.

Keep instructions short, specific, and direct. Do not give elaborate, multi step directions.

Use novelty and humour to keep lessons interesting.

Vary your tone of voice and/or your proximity to them to maintain their attention.

Make academic assignments brief, or, chunk larger projects into phases.

Provide opportunities for active involvement with lessons, e.g., let them conduct demonstrations, pass out papers, or help with audio-visual aids.

Reduce tempting distractions, such as unnecessary electronics, from their sight.

Engage in direct instruction (teacher directed activities) to improve on-task behaviours.

On-task behaviours tend to deteriorate over the course of the day, so whenever possible, schedule academic instruction in the mornings.

Bring their attention to the most important or difficult aspects of a lesson.

Provide visual reminders and cues about the classroom expectations.

2. Fuel their tank.
It is cognitively taxing for a student with ADHD to get through a school day. Dr. Russell Barkley refers to this temporary depletion as an individual's limited 'resource pool of effort'. There are numerous evidence-based ways to replenish our "resource pool of effort", such as: routine physical exercise; periodic 10 minute breaks; visualizing the rewards or outcomes; periodic small rewards; engaging in self-affirming statements of self-efficacy; experiencing positive emotions; or consuming glucose-rich beverages.

Regularly provide opportunities for physical movement, such as a delivering a note to the office, sharpening a pencil, going to the water fountain, or water plants.

Recognize that at times you will need to repeat directions and/or provide reminding cues.

Give the whole class opportunities for regulation breaks. This could be a guided meditation, jumping jacks, or dancing (e.g., "Go Noodle').

Create a subtle communication system for when you, or the student, identify that they need an extra regulation break.

Find ways for students to regularly experience success, e.g., engage in activities they are good at; share items they are proud of; or feel a sense of connection with other students.

Allow drinks in the classroom.

Recess is necessary! Don't take it away as a punishment.

3. Let them fidget!
Fidgeting actually helps kids with ADHD access their working memory. There is significant scientific evidence demonstrating that individuals with ADHD are able to concentrate better when they are allowed to move. The more difficult the task is for them, the more they may need to move. The brains of students with ADHD are in a constant state of under-arousal, and additional sensory input, (such as movement) can increase the alertness of their brain and support executive functions, particularly their working memory.

Provide seating that allow student to fidget (e.g., a swivel chair; a wobble cushion; a wobble stool; or an exercise ball).

Tie a large rubber band across the front legs of their chair for them to push and pull with their legs.

Allow students to use hand fidgets that are not distracting to other peers (e.g., squeeze balls).

Encourage doodling.

Offer background noise or music.

Allow students to move around at the back of the classroom.

Provide flexible work locations.

Let them use chewing gum.

4. Make time more relevant.
One of the implications of ADHD is that the student may not have the same sense of time, or urgency, that others have which can contribute to significant frustration. The term "time blind" was coined by Dr. Russell Barkley, as students with ADHD are primarily living in the now. This explains why they are often late or unprepared for expectations.

Avoid lectures about what they should do. They probably already know, but the problem is the regulating of their attention to focus on the task in the expected timeframe. They will learn much more from timely contingencies (rewards and consequences) for their behaviour.

Provide them with warnings about upcoming transitions (such as, "in three minutes we are going to have to stop playing and go back to our desks").

Help students experiment with strategies and tools that might work for them. There are many gadgets or apps that we can use to help students have a better sense of timing, such as a count-down clock they can see which gives them a visual representation of how much time is left to perform an activity. As well, smartphone alarms can be very helpful for the student to remember transitions and events.

5. Be proactive.
Sometimes we can feel like we are constantly reacting to a student's behaviour giving lectures about why they should have done something, or giving punishments. Being reactive is exhausting and it is generally not very successful in changing a student's behaviour over time. We can anticipate struggles students with ADHD will have, and carefully construct the classroom in a predictable and consistent way to address these.
Have realistic expectations and set standards of success that are achievable for the student.
Have consistent structure and routines that are clearly set out and visible (such as a schedule on the wall, or checklists for various times in the day).

Don't just tell them what you don't want them to do, tell them exactly what you do want.

Make sure that you truly have their attention before you start speaking and then have them repeat back what we said to ensure they heard and understood the request.

Provide expectations in a portable format, for example, a short list on a small white board that they can carry with them.

Be a coach! Predict the most difficult parts of a task (e.g., transitions or unstructured social time) and be there to provide in-the-moment coaching to support their success.

6. Use reinforcement programs wisely.
Students with ADHD really need to experience the results of their choices in a timely manner in order to learn. The purposeful use of contingencies (rewards and consequences) allows us to reinforce appropriate or desired behaviours and, discourage inappropriate or undesired behaviours.

Students are far more likely to respond to rewards (such as, a sticker on a chart to earn a prize or special opportunity) and consequences (such as, the loss of a privilege) if these things are something that is meaningful to them. Involving students in developing such plans is the best way to make it relevant to them.

Rewards and consequences are best when they are delivered: immediately; frequently; and consistently. When teachers build rewarding opportunities (such as free reading or "tech time") into each school day it provides a natural consequence or reward if the students are able to attain the opportunity.

Ensure that reinforcement programs are realistic and the student is able to experience success each day.

Ensure that the student is not embarrassed or demeaned by the contingencies.

Periodically re-assess the plans you are implementing. Behavioural interventions need to evolve as the student grows, new challenges appear, or the novelty of a plan fades.

7. Be a positive connection in their life.
Relationships with caring adults are especially valuable to students with ADHD. When a student's ability to self-regulate is compromised they often struggle to feel good about themselves since they experience negative feedback from adults and peers all day long. When you take the time to foster a sense of understanding and connection with a student they see their value through your eyes. The student will feel better about themselves, and they will be more receptive to constructive feedback from a teacher they feel connected to.

Explore the interests, strengths, and joys of the student.

Find a point of connection that you share with the student, e.g., a favourite sport, animal, or superhero.

Give specific praise and recognition whenever appropriate.

Remember and celebrate their special occasions and/or accomplishments.

Give them an important responsibility in the classroom.

Keep track of the ratio of positive to negative feedback you provide the student, and aim for a 3 to 1 ratio.

Don't forget the profound value of giving a struggling student eye contact and a genuine smile.

8. Teach them about their brains.
Educating students about their brain is an important way to help them not feel bad about themselves and the challenges they face. All students have strengths and weaknesses in their cognitive profile. A student with ADHD needs to understand how the disorder impacts them, while also recognizing that the diagnosis in only a small part of who they are. A young person is more likely to advocate for themselves (such as, request accommodations or use strategies they have been taught) if they understand the disorder. As well, other students in the classroom are more likely to have empathy for a student with ADHD if they understand each other's learning differences.

Have the entire class watch age-appropriate videos on how the brain works.

Create a 'menu' of strategies for the student to try in different circumstances.

Work together with the student to identify a list strategies that work best for them.

Support and scaffold their self-advocacy skills overtime.

Help them see and embrace their strengths (academic, social, artistic, and/or athletic).

The challenges of ADHD will not be completely eliminated for students. However, with proper classroom supports over time, students will be able to feel successful and take increasing ownership for their learning as they develop new skills.

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The term ADHD stands for Attention Deficit Hyperactivity Disorder and it is a neurodevelopmental disorder that impacts a person's thinking, feelings, and behaviour. ADHD is one of the most common mental health diagnoses in children and adolescents, affecting approximately 5% of young people around the world.

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Most students learn best when they are on the move. They learn faster, retain more information, and build neural networks that can manipulate that information more effectively when they are inactive physical motion. However, this may not match some of our notions of traditional learning, in which students sit silently and attentively in rows. The following kinesthetic activities allow children to learn on the move for better retention and enjoyment of the academic experience.

Kinesthetic-Based Subjects: Gym, Drama, Art, and Music

Some school curriculum subjects are kinesthetic-based subjects. For instance, gym, art, music, and drama are all subject areas where most teaching strategies are activities that require students to focus on physical movement. Students who are kinesthetic learners often perform better in these subjects. They are able to recall more key concepts and subject-based vocabulary, and they make meaningful connections with the subject material. They understand these subjects because they learn while they are in motion.

Learning on the Move During English Lessons

English classrooms are dynamic environments today, with many opportunities to activate and enhance kinesthetic intelligence. Reading out loud is a kinesthetic activity, and learners have proven to process the materials they read more effectively when they do this. The English or Language Arts classroom is a great place for students to debate, create performances, act out stories, mime, do a gallery walk to explore the poetry and artwork of others, play Scrabble and even enjoy an afternoon of Shakespeare in the Park.

Kinesthetic Learning Stations

Learning in stations can be an effective strategy for classrooms of all subject areas. To do this, the teacher prepares stations of learning in various different locations around the classroom. Each station has the instructions and the required materials for the activity. Students complete the activity at one station and then get up and move to another station to complete the next activity.
Kinesthetic Activities for English or Other Languages:

Using gestures to represent key vocabulary words

Making puppets and presenting puppet shows

Designing graphics and creating artwork to represent story concepts

Playing charades

Kinesthetic Activities for Math:

Using manipulatives to explore concepts

Creating models using various materials

Working with mathematical tools, such as abacuses and protractors.

Tapping, snapping fingers, or clapping to show how numbers are related

Playing board games

Combining sports and math activities

Incorporating dance and music with math studies

Drumming out mathematical equations

Kinesthetic Activities for History:

Acting out dramatic performances of historic events

Gallery wall walks

Making models and dioramas of historic places

Visiting local historic sites and museums

Kinesthetic Activities for Science:

Hands-on science experiments

Gardening indoors or outdoors

Making botanical sketches

Creating and building machines and technical devices

While learning to focus in a quiet way is undoubtedly a useful skill, it's important to allow students to remain active during some lessons to optimize learning. Having these kinesthetic activities as part of the curriculum is essential for student success.

The Brain Balance Program incorporates physical movement with cognitive activities and sensory engagement. To learn more about the Brain Balance Program and our whole-child approach, contact us online or find a center near you.

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Active Learning: Engaging Activities for Kids Who Can't Sit Still

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Most students learn best when they are on the move. They learn faster, retain more info and build neural networks that manipulate information more effectively.

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There is a perception on the part of some that Assistive Technology (AT) may undermine a student's ability and desire to perform independently. In fact, just the opposite is true.

By definition, students with learning disabilities have a gap between their potential, and their functional knowledge and performance. In order to prevent that gap from widening, students must work at their functional level to overcome their deficits, while being exposed to the reading, math, and writing course content of their grade-level peers. It is through AT that students with LD are able to access grade-level materials.

The type of technology needed varies from individual to individual. An AT evaluator or other knowledgeable professional can help determine what is right for your child.

What Are Assistive Technology Services?

Under the IDEA, AT services are broadly defined as any service that directly assists a child with a disability in the selection, acquisition, and use of an AT device. Services include:

Evaluation of the student's AT needs in the student's customary environment

Purchase, lease, selection, design, fitting, customization, and adaptation of devices

Maintenance, repair, or replacement of devices

Coordination of services and device use with other therapies and interventions

Training or technical assistance for teachers, staff, family members, and students

AT In the IEP

If the AT device or service is necessary for the student to make meaningful educational progress, it must be reflected in the Individualized Education Program (IEP). The student's need for AT is determined by an AT evaluation. If the IEP team agrees AT is recommended, it can then be incorporated into the IEP.

When writing IEP goals that incorporate AT, it is important to consider what it is that the student hopes to accomplish, and to think about what the student can accomplish while using AT since that may be different from what he is capable of accomplishing without it. For example, the goal might be for the student to read and comprehend certain grade level materials at a specific level. In most cases, that goal would be unattainable without AT, in which case it is important to specify the use of AT in drafting the IEP goal

Shelley Lacey-Castelot is the Director of Literacy Solutions in Oxford and Norwalk, CT, and is an expert in the evaluation and use of AT for students with LD and ADHD.
Related Smart Kids Topics

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There is a perception on the part of some that Assistive Technology (AT) may undermine a student's ability and desire to perform independently. In fact, just the opposite is true. By definition, students with learning disabilities have a gap between their potential, and their functional knowledge and performance.

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Brain Activities for Kids: Fun and Educational Experiments to Explore Neuroscience

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Discover engaging brain experiments and activities for children to learn about neuroscience, boost cognitive skills, and foster curiosity about the human mind.

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Maslows' Hierarchy of Needs in Education- SOWK 502

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Maslows' Hierarchy of Needs in Education- SOWK 502

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Understanding Maslow’s Hierarchy of Needs in Education

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Understanding Maslow’s hierarchy of needs in education is essential for ECE providers and anyone who spends time with young children. It can also make sense of the frustrating behaviors you might see in little ones. Read on to see why.

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Practical Brain Classroom Activities- SOWK 502

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Practical Brain Classroom Activities- SOWK 502

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Teaching Mindfulness to Children- SOWK 502

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Teaching Mindfulness to Children- SOWK 502

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Mindful Moments - Mindfulness in Schools Project

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Take a pause with these short, guided mindfulness practices from expert mindfulness trainers: Mindful Moment #4: MiSP trainer Trevor Adams takes us through a short, guided practice. AUDIO VERSION Mindful Moment #3: MiSP trainer Iwan Brioc takes us through a short, guided practice. AUDIO VERSION Mindful Moment #2: MiSP trainer Iwan Brioc takes us [...]Read More…

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Mindful Body - Tic Toc by Empowering Education

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Mindful exercise: Candle Breath- SOWK 502

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Mindful exercise: Candle Breath- SOWK 502

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According to recent research, a student's ability to set and achieve goals is linked to higher grades, lower college-dropout rates and greater well-being in adulthood. Goal setting is also a large component of self-management, considered critical to a student's academic and social success. So how do we set effective goals? As it turns out, there is a science to goal setting that reveals some pretty useful strategies for achieving goals. Follow these tips to set new year goals in your classroom.

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According to recent research, a student's ability to set and achieve goals is linked to higher grades, lower college-dropout rates and greater well-being in adulthood. Goal setting is also a large component of self-management, considered critical to a student's academic and social success. So how do we set effective goals?

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Calming Belly Breathing for Kids - Blowing Candles | Mindfulness

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Sneak Mindfulness into Teaching- SOWK 502

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Sneak Mindfulness into Teaching- SOWK 502

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12 Simple Activities for ADHD Kids - Magrid

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Discover 12 activities for ADHD kids that boost focus and reduce hyperactivity. Engage your child in fun tasks that promote cognitive and physical development.

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Engaging websites for students- SOWK 505

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Engaging websites for students- SOWK 505

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Kids love arcade games. Why not combine them with skills related to math, reading and other subjects? FunBrain Arcade gives children a place to play arcade games with that focus. While some games are designed just for fun, many of them help children develop their math, reading and logic skills.

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Kids love arcade games. Why not combine them with skills related to math, reading and other subjects? FunBrain Arcade gives children a place to play arcade games with that focus. While some games are designed just for fun, many of them help children develop their math, reading and logic skills.

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ABCmouse.com helps kids learn to read through phonics, and teaches lessons in math, social studies, art, music, and much more! For kids ages 2 to 8.

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Neuroscience Is...Cool - American Academy of Neurology

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The Five Senses is an educational activity for kids to learn about taste, smell, vision, hearing, and touch.

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5 Senses for Kindergarten Students- SOWK 502

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5 Senses for Kindergarten Students- SOWK 502

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The Five Senses | The Dr. Binocs Show | Educational Videos For Kids

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5 Senses Experiments K-2 Students- SOWK 502

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5 Senses Experiments K-2 Students- SOWK 502

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Intended for elementary and secondary school students and teachers who are interested in learning about the nervous system and brain with hands on activities, experiments and information.

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Website with direct line to reporting need for help with domestic violence

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24 hours a day, seven days a week, 365 days a year, the National Domestic Violence Hotline provides essential tools and support to help survivors of domestic violence so they can live their lives free of abuse.

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Website for South Asian women to report abuse- SOWK 500

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Website for South Asian women to report abuse- SOWK 500

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Resources Detailing Domestic Violence- SOWK 500

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Resources Detailing Domestic Violence- SOWK 500

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Describes the effects and signs of domestic violence

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Domestic violence survivors can face ongoing and challenging effects after enduring physical, mental, and emotional abuse. It can take time for a survivor to adjust to living in a safe environment, especially if a perpetrator was severely violent and/or committed the actions over an extended period of time.

While addressing this pain can be overwhelming, the healing process can help survivors develop inner strengths and lessen their fear of safety for themselves and their families. On the journey to recovery, survivors and those who support them should understand that healing takes time. The effects of this trauma can vary widely person to person due to individuals' responses to stress, age, and the frequency and severity of abuse.

What are common physical effects of domestic violence?

Bruises

Bruises on or around the eyes

Red or purple marks at the neck

Sprained or broken wrists

Chronic fatigue

Shortness of breath

Muscle tension

Involuntary shaking

Changes in eating and sleeping patterns

Sexual dysfunction

Menstrual cycle or fertility issues in women

What are common mental effects of domestic violence?

Post-traumatic stress disorder (PTSD), including flashbacks, nightmares, severe anxiety, and uncontrollable thoughts

Depression, including prolonged sadness

Anxiety

Low self-esteem and questioning sense of self

Suicidal thoughts or attempts. If you or someone you know is feeling suicidal, contact the National Suicide Prevention Lifeline at 1.800.273.8255.

Alcohol and drug abuse

What are common emotional and spiritual effects of domestic violence?

Hopelessness

Feeling unworthy

Apprehensive and discouraged about the future

Inability to trust

Questioning and doubting spiritual faith

Unmotivated

What are common effects on children who witness domestic violence?

Whether children witness or experience abuse, it can take a toll on their development. Domestic violence victims are not isolated to intimate partners. Children are at an increased risk for emotional behavioral problems regardless if they were directly abused or not. The effects include:

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The mission of the Joyful Heart Foundation is to heal, educate and empower survivors of sexual assault, domestic violence and child abuse, and to shed light into the darkness that surrounds these issues.

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Culturally Specific Resources for Domestic Violence- SOWK 500

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Culturally Specific Resources for Domestic Violence- SOWK 500

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Variety of websites that detail help for victims of domestic violence

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List of leading national and global organizations focused on domestic violence and sexual assault.

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Resource for parents dealing with neglect and abuse

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Resources for Parents | Childhelp National Child Abuse Hotline

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Digital media and technology are great tools parents can use. There has been an increase in the number of digital health tools available, particularly related to parenting and child development. While none of these are designed to replace professional or medical advice, here are some apps that could be useful tools for parents seeking additional support using available technology.

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Details the specifics of abuse and neglect of a child

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What Is Child Neglect?

Child neglect occurs when children's basic needs are not adequately met, resulting in actual or potential harm. Basic needs include adequate food, clothing, education, health care, nurturing and emotional support, and housing.

Child neglect is the most common form of maltreatment. Although pervasive and sometimes life threatening, it is often difficult to identify. There are different types of neglect:

Physical neglect: A child's need for adequate food, clothing, supervision, housing, or protection from the environment is not adequately met.

Medical neglect: A child does not receive adequate medical, mental or dental health care.

Supervisory Neglect or Inadequate Supervision: A child receives inappropriate supervision or is exposed to hazards.

Educational neglect: A school age child does not receive appropriate educational services, including special educational services if needed. Home schooling should not be viewed as educational neglect.

Emotional neglect: A child does not receive adequate emotional support, care, or affection.

Environmental neglect: A child lives in an unsafe neighborhood, where he/she has limited opportunities or resources and may be exposed to environmental hazards.

There is no single cause of neglect. Instead, there are usually multiple and interacting contributors at child, parent, and community levels. Examples of contributing family risk factors include a child with a disability, and a parent with low intellectual ability or limited knowledge about child development. Community risk factors for child neglect include parental unemployment and lack of community support, as well as burdens associated with poverty. Importantly, positive relationships, including high-quality parenting and care, are protective factors against child neglect.

Key Facts

Approx. 60%

or about 412,000, of all substantiated cases of child maltreatment in 2018 were victims of child neglect.?

Source: U.S. Department of Health and Human Services
Read the Report
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3/4

Child neglect contributed to about 3/4 of child maltreatment fatalities in 2018.?

Source: U.S. Department of Health and Human Services
Read the Report
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Prevention

Currently, our understanding of child neglect is limited, however a deeper understanding of the causes of neglect is essential to guide and refine prevention approaches to tackle it.

The CDC provides a number of strategies that aid in reducing or preventing child abuse and neglect. These include strengthening economic support to families, changing social norms to support parents and positive parenting, providing quality care and education early in life, enhancing parenting skills to promote healthy child development, and intervening to lessen immediate and long-term harms.

How We're Addressing Child Neglect

Prevent Child Abuse America's research, programs, and affiliate network is focused on preventing child neglect through several practical solutions for creating the conditions for safe, stable, and nurturing relationships and environments for all children, families, and communities.

We work to strengthen economic supports through public policy work at the federal and state levels.

Our signature home visiting program, Healthy Families America, helps to ensure children have a strong start.

Outcomes

Impact

The impact of neglect on a child can be very serious, both the short- and the long-term. Neglect can harm a child's development (e.g. lower self-esteem and less positive peer relationships), as well as The degree to which neglect impacts a child depends upon the child's age; frequency, duration, and severity of neglect; the child/caregiver relationship; and presence of social/behavioral problems (e.g., conduct disorder or participation in delinquent behaviors). protective factors.

Cost

Given the prevalence and extensive consequences of child abuse and neglect on children and families, there are also enormous societal costs involved. A 2018 report estimated the lifetime economic burden of substantiated child abuse and neglect cases and child fatalities is approximately $592 billion nationwide. Moreover, the U.S. spends large sums of money funding the child welfare system and allocates very few resources or time to the primary prevention of child abuse and neglect. For example, in 2016 the U.S. spent about $30 billion on child welfare services, whereas in FY2020, Congress only allocated $56 million to Community-Based Child Abuse Prevention (CBCAP) services - the largest dedicated federal source for primary prevention funding for child abuse and neglect.

Frequently Asked Questions About Child Neglect

How Prevalent Is Child Neglect?

Neglect is the most common form of child maltreatment, although often children experience multiple types of maltreatment. In 2018, approximately 412,000 children were victims of child neglect, this accounts for nearly 60% of reported child maltreatment substantiated cases. Additionally, neglect contributes to about three-quarters of child maltreatment fatalities.

What Causes Child Neglect?

There is no single cause of neglect. Instead, there are usually multiple and interacting contributors at child, parent, and community levels. Examples of contributing family risk factors include a child with a disability, and a parent with low intellectual ability or limited knowledge about child development. Community risk factors for child neglect include parental unemployment and lack of community support, as well as burdens associated with poverty. Importantly, positive relationships, including high-quality parenting and care, are protective factors against child neglect.

What Are the Consequences of Child Neglect?

The impact of neglect on a child can be very serious, both the short- and the long-term. Neglect can harm a child's development (e.g. lower self-esteem and less positive peer relationships), as well as social/behavioral problems (e.g., conduct disorder or participation in delinquent behaviors). The degree to which neglect impacts a child depends upon the child's age; frequency, duration, and severity of neglect; the child/caregiver relationship; and presence of protective factors.

Where Can I Learn More About Child Neglect?

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Child neglect occurs when children's basic needs are not adequately met, resulting in actual or potential harm. Basic needs include adequate food, clothing, education, health care, nurturing and emotional support, and housing. Child neglect is the most common form of maltreatment. Although pervasive and sometimes life threatening, it is often difficult to identify.

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Resources for parents to find help for their child who has experienced trauma

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About

Child abuse and violence affect millions of children each year. Child abuse includes physical, sexual, emotional abuse and neglect. Interpersonal violence is violence between people and includes community violence, partner violence (also called "domestic violence"), and bullying. After abuse or violence many children develop mental health problems including depression and posttraumatic stress disorder. These children may also have serious medical problems, learning problems, and problems getting along with friends and family members.

After abuse or violence children need support from their parents and other family members. Sometimes parents are not able to be supportive because they have their own mental health problems; or they may also have been the victims of the abuse or violence. Other parents may have caused the abuse or violence. Children who do not have supportive families or who blame themselves for the abuse or violence are more likely to have serious mental health problems.

However, many children have inner strength and are able to cope well even after abuse or violence.
Choose a topic:
Frequently Asked Questions

1. What is child trauma and child abuse?

2. What are signs that a child may need help after experiencing abuse or interpersonal violence?

3. What can a parent do if they suspect that their child is being abused?

4. How can I help my children after they have been experienced abuse or interpersonal violence?

5. What is toxic stress?

Facts for Families

AACAP's Facts for Families provide concise up-to-date information about a variety of issues that affect children, adolescents and families. The following Facts for Families contain information that is especially pertinent to families of children who have experienced abuse or interpersonal violence:

Bullying
Child Abuse: The Hidden Bruises Sexual Abuse Attention-Deficit Hyperactivity Disorder (ADHD) Foster Care Domestic Violence and Children Posttraumatic Stress Disorder (PTSD) Responding to Child Sexual Abuse Anxiety and Children Depression in Children and Teens When To Seek Help for Your Child Where to Find Help for Your Child
Video Clips

Clinical Resources

Information about Treatment Choices
Children who have experienced violence or abuse can be successfully treated with psychotherapy (talk therapy). Though there are no medications to specifically treat abuse, victims often experience anxiety, depression and other disorders that can be successfully treated with medications by a psychiatrist. To learn more about effective psychotherapies for youngsters affected by abuse or violence, please click here.

PTSD Rating Scales

Two rating scales can be used by clinicians to help identify children's or adolescents' exposure to child abuse, interpersonal violence and other traumatic events, to identify PTSD symptoms, and to monitor symptoms. These are the UCLA PTSD Reaction Index (RI) and the Child PTSD Symptom Scale (CPSS). The RI is rated separately by the child or adolescent and a parent; the CPSS is rated only by the child or adolescent.
The Child PTSD Symptom Scale
Additional Clinical Resources
The National Child Traumatic Stress Network developed a resource kit for parents whose children have experienced sexual abuse. Caring for Kids: What Parents Need to Know about Sexual Abuse. Working with children who have experienced sexual abuse can lead to vicarious trauma or "secondary traumatic stress".

Research and Training
Scientific Articles and Information
Community Treatment of Posttraumatic Stress Disorder for Children Exposed to Intimate Partner Violence
Archive of Pediatrics & Adolescent Medicine
January 2011 - Volume 165 - Issue 1 - pp 16-21

Free training in the TF-CBT treatment model is available to mental health professionals from the TF-CBTWeb training course, available at www.musc.edu/tfcbt.

Child abuse and neglect and intimate partner violence victimization and perpetration: A prospective investigation
Child Abuse & Neglect, 2013

Longitudinal Study on the Effects of Child Abuse and Children's Exposure to Domestic Violence, Parent-Child Attachments, and Antisocial Behavior in Adolescence
Journal of Interpersonal Violence, 2011

Separating Children From Their Families: Toxic Stress and Adverse Childhood Experiences
Journal of the American Academy of Child & Adolescent Psychiatry

Spontaneous Thoughts and Brain Connectivity: Possible Links Between Early Maltreatment and Later Depression
Journal of the American Academy of Child & Adolescent Psychiatry, Volume 57, Issue 9, Pages 634-36
Published online: September 2018

Child Abuse and Neglect
Journal of the American Academy of Child & Adolescent Psychiatry, Volume 57, Issue 9, Pages 637-644
Published online: September 2018

Evidence for Depressogenic Spontaneous Thoughts and Altered Resting-State Connectivity in Adolescents With a Maltreatment History
Journal of the American Academy of Child & Adolescent Psychiatry, Volume 57, Issue 9, Pages 687-695
Published online: September 2018

Early Childhood Adverse Experiences, Inferior Frontal Gyrus Connectivity, and the Trajectory of Externalizing Psychopathology
Journal of the American Academy of Child & Adolescent Psychiatry, Volume 57, Issue 3, Pages 183-190
Published online: March 2018

The Dissociative Subtype of Posttraumatic Stress Disorder (PTSD) Among Adolescents: Co-Occurring PTSD, Depersonalization/Derealization, and Other Dissociation Symptoms
Journal of the American Academy of Child & Adolescent Psychiatry, Volume 56, Issue 12, Pages 1062-1072
Published online: December 2017

Traumatic Stress Interacts With Bipolar Disorder Genetic Risk to Increase Risk for Suicide Attempts
Journal of the American Academy of Child & Adolescent Psychiatry, Volume 56, Issue 12, Pages 1073-1080
Published online: December 2017

Books

A Place for Starr: A Story of Hope for Children Experiencing Family Violence
Howard Schor

Please Tell! A Child's Story About Sexual Abuse
Jessie

Maybe Days: A Book for Children in Foster Care
Wilgocki, J& Wright, MK. (2002)

Posttraumatic Play in Children: What Clinicians Need to Know
Michael Scheeringa

For more bibliotherapy resources, visit Living with Mental Illness: Books, Stories and Memoirs.

Getting Help

Getting help is one of the most important things a parent can do for a child with a mental health concern. This is especially important after exposure to a trauma such as child abuse or interpersonal violence, but often in these situations seeking professional help is the last thing on parents' minds because so many other things are going on in the family.

A child and adolescent psychiatrist is a physician who specializes in the diagnosis and treatment of mental health disorders that affect children and adolescents. Child and adolescent psychiatrists have completed four years of medical school, and at least three years of residency training in medicine, neurology, or general psychiatry with adults, and two years of additional training in psychiatric work with children and adolescents.

Click here to find a child and adolescent psychiatrist in your area.

Oftentimes, parents are unsure when to seek a referral to a child and adolescent psychiatrist. For more information on when to seek a referral, please click here.

To learn more about understanding mental health insurance, please click here.
Services In School For Children With Special Needs: What Parents Need To Know
Resources for Parents and Foster Parents
If your child has experienced child abuse, the following resources may be helpful:

Caring for Kids: What Parents Need to Know about Sexual Abuse
The National Child Traumatic Stress Network Sexual Abuse Committee developed a series of fact sheets providing information about different aspects of child sexual abuse.

For Foster Parents:
In addition to child abuse and violence exposure, many children in foster care struggle with the uncertainty about their future related to placement issues. This book helps children in foster care and their foster parents to address this issue more openly:

Wilgocki, J& Wright, MK. (2002) Maybe Days: A Book for Children in Foster Care. Washington, D.C: American Psychological Association. Available at www.amazon.com.

Related Websites

COVID-19 Resources

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Child abuse and violence affect millions of children each year. Child abuse includes physical, sexual, emotional abuse and neglect. Interpersonal violence is violence between people and includes community violence, partner violence (also called "domestic violence"), and bullying. After abuse or violence many children develop mental health problems including depression and posttraumatic stress disorder.

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Resource website for Chicago Residents- SOWK 500

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Resource website for Chicago Residents- SOWK 500

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Advocacy Center resources for residents who live near Chicago Area

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Resources - Chicago Children's Advocacy Center

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ChicagoCAC offers a number of online and printable resources for families, clinicians, and others. Many of these resources are available in both English and Spanish versions. About Sexual Abuse Recognizing Sexual Abuse Responding to Sexual ... Resources Read More

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Resources on how to be trauma-informed in the space of abuse and neglect

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The National Child Traumatic Stress Network

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Research suggests that approximately 25% of American children will experience at least one traumatic event by the age of 16. A child’s reactions to trauma can interfere considerably with learning and/or behavior at school.

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Administration for Children and Families- SOWK 500

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Administration for Children and Families- SOWK 500

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Trauma-informed resoureces

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This Resource Guide to Trauma-Informed Human Services provides human services leaders at the local, State, Tribal, and Territorial levels with information and resources on recent advances in our understanding of trauma, toxic stress, and executive functioning.

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Role of Educators in student abuse- SOWK 500

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Role of Educators in student abuse- SOWK 500

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Recognizing signs of abuse for educators

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A report created by the Child Welfare Information Gateway states, "Dealing with child abuse and neglect is, in fact, a community effort. As leaders in their communities, educators are often in an ideal position to initiate this type of teamwork."

As some children spend most of their day with educators, the role of the teacher can be extremely important in mitigating child abuse & neglect. Here are some of the ways educators contribute to the safety of children and families:
Recognizing signs of abuse
The Role of Educators in Preventing and Responding to Child Abuse and Neglect Report by the Child Welfare Information Gateway states, "Educators are in an excellent position to notice behavioral indicators. As trained observers, they are sensitive to the range of behaviors exhibited by children at various developmental stages, and they are quick to notice behaviors that fall outside this range."

Since educators spend so much time with children, they can better notice physical, emotional, and behavioral changes. They can also talk to other educators that the child has interacted with to gain a better understanding of the child's usual behavior and any changes that may have occurred.

Resources such as the Child Welfare Training System (CWTS) - an advanced adult learning system for child welfare workers, other professionals, foster parents and mandatory reporters - can also help teachers learn more about recognizing signs of abuse.
Creating a safe environment
Educators also have the opportunity to create a safe environment in their classrooms and schools that allow children to feel comfortable to confide in them about potential abuse.

This allows children to feel safe in the school environment, opening them up to adults they can trust and talk to.
Supporting parents, caregivers, and family members
Because educators also interact with caregivers, they are in a position to advise parents on at-home strategies that can prevent child abuse and neglect. The CDC states that one of the protective factors that help prevent child abuse is "Families with strong social support networks and stable, positive relationships with the people around them."

By building relationships with families, educators can have an opinion in protecting the children around them.
Working alongside supportive school programs
Educator training and school programs that aid in preventing child abuse is fundamental to a child's support system. One example of educators working alongside support programs is the Trauma-Responsive Implementation and Practice (TRIP) program at The Kempe Center. The TRIP program integrates, enhances and implements trauma-responsive and culturally appropriate practices for parents, educators and others to help mitigate the impact of trauma. The program provides direct evidence-based clinical services to children and families, facilitates trainings for professionals across the human service fields and offers implementation guidance for child, youth and family-serving agencies.

Programs such as TRIP provide additional support to schools and educators to better advocate for child and family safety.
Educating themselves, and their students, on disparities
As we've talked about in our "Talking to your children about race, inequality, and diversity" blog post, educating oneself, and children, about disparities in society can also help society better understand the world around them.

Building a classroom or school environment that respects all experiences can allow children to feel safer, and more trusting of educators. The article "Five Activities to Promote Diversity in the Classroom" by Purdue University Global states, "It's up to teachers to help students explore cultures that differ from their own. "It's important for us all to honor our differences," says Weaver. "And as the adults in the classroom, teachers have to model what that looks like for our children."

Racial disparities still exist within child welfare. By helping children and parents alike understand this, educators are also introducing their community to the ways inequality might play a part in child abuse and neglect, reporting, and family experiences.

Most of all, by teaching this type of material, teachers can also take a deep delve into their own biases, which will allow them to take action to be better educators, and guides, for children and families.

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The Role of Educators in Child Abuse & Neglect Prevention - The Kempe Foundation

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A report created by the Child Welfare Information Gateway states, "Dealing with child abuse and neglect is, in fact, a community effort. As leaders in their communities, educators are often in an ideal position to initiate this type of teamwork." As some children spend most of their day with educators, the role of the [...]

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School Psych Response to abuse- SOWK 500

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School Psych Response to abuse- SOWK 500

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School psychologist information to give to parents and students

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National Association of School Psychologists (NASP)

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Supporting Students Experiencing Childhood Trauma: Tips for Parents and Educators

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Children spend a significant portion of their childhood in school under the care and guidance of school personnel. As such, schools have a responsibility to help children feel supported and safe.

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Prevention and Intervention for educators- SOWK 500

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Prevention and Intervention for educators- SOWK 500

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- Supporting child abuse prevention in California through professional development and extended learning

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Prevention & Intervention in the Classroom -

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Prevention and Intervention Resources for Educators and School Administrators According to the California Department of Education, nearly six million students were enrolled in grades K-12 during the 2021-22 school year. A teacher, counselor, coach, or other school staff may be the only person who will report suspected abuse—and that child is depending on them to

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Information to prevent abuse of all kinds to children of all ages

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Prevention Education Resources - Enough Abuse

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The movement against child sexual abuse starts with a single word...Enough.

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Tools and Interventions for Child Abuse- SOWK 500

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Tools and Interventions for Child Abuse- SOWK 500

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5 School-Based Tools and Interventions for Child Abuse

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Schools play a pivotal role in identifying child abuse and protecting children. Consider these 5 school-based tools and interventions.

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CDC statistics updated however under construction due to orders by current administration

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Explore essential resources for preventing child abuse and neglect.

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Teacher resources for child abuse- SOWK 500

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Teacher resources for child abuse- SOWK 500

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Child abuse prevention

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Educators are the professional group who reports the most cases of abuse and neglect to child welfare agencies. However, educators play a critical role in identifying child and family needs and getting families connected with resources and support BEFORE a family finds themselves in crisis. PCA America and its network want to help educators and others in these efforts.

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Get Your Teach On | Prevent Child Abuse America

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Get Your Teach On | Educators are the professional group who reports the most cases of abuse and neglect to child welfare agencies. However, educators play a critical role in

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National Children's Alliance is the beginning of child abuse's end.

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Connection for a range of resoureces

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Home - Child Welfare Information Gateway

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Support for victims of violence- SOWK 500

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Support for victims of violence- SOWK 500

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Describes signs of abuse

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Resources and Support for Child Abuse Victims

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Some signs of child abuse are more obvious than others. Here are some common signs that a child may have experienced abuse.

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The NSPCC is the UK’s leading children’s charity, preventing abuse and helping those affected to recover. Help us be here for children. Please donate now.

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Resources and information for children at their level- SOWK 500

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Resources and information for children at their level- SOWK 500

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On Thursday 30 November from 2:30am - 7:30am, you won't be able to contact Childline whilst we do some important maintenance to our systems. This means that 1-2-1 chats, calling and messages to Childline will be unavailable. You'll still be able to use the Childline website for advice and information.

If you're in danger or it's an emergency, you should always call 999

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Get help and advice about a wide range of issues, call us on 0800 1111, talk to a counsellor online, send Childline an email or post on the message boards.

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Center for healing from childhood abuse- SOWK 500

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Center for healing from childhood abuse- SOWK 500

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A Welcoming Place for Survivors of Child Sexual Abuse and their Allies (Practitioners, Parents, Community Members and everyone else who needs support)

Survivors Healing Center is currently offering online and in-person support groups and workshops to provide support and grounding.

Please FILL OUT THIS FORM if you are interested in joining a support group, email us, or call our office at 831-423-7601.

Survivors Healing Center is a safe and confidential place for survivors of child sexual abuse. Our goal is to empower those victimized by sexual abuse and to prevent sexual abuse of children and youth in our community. We provide a safe and supportive healing environment using a client centered process, encouraging everyone to practice self-compassion, to speak their truth and show their emotions.

We offer an opportunity to speak out, to break the silence, and to find hope and healing.

Do you or a loved one experience any of the warning signs, such as depression, anxiety, panic attacks, flashbacks, difficulty sleeping, nightmares, or difficulty being intimate with your partner? These may be responses to child sexual abuse. You don't have to feel this way forever. You can begin healing now.

Survivors Healing Center is a safe place where you will find support, encouragement, and understanding. We can help you recover your self esteem if it has been damaged by shame and silence.

"When I saw my group members shake their head 'yes,' they understood, I felt a freedom I'd never known."

Support groups are available for women and men, teenage girls and boys, mothers of survivors, and partners of survivors. We have facilities in Santa Cruz, Watsonville and Soquel.
We offer community resources and have various events throughout the year.

We take confidentiality seriously. Your privacy will be protected.

Survivors Healing Center was founded in 1987 by Ellen Bass and Amy Pine and is the only program in Santa Cruz County dedicated specifically to addressing child sexual abuse. This past year, we served more than 2,000 people though our services and events.

Please help spread the word-we believe we can end child sexual abuse in our community. We invite everyone to participate in our events, workshops, and trainings. Together we can make a difference and end the cycle of abuse.

Donations are welcome to help us continue offering support to those who need it

Our Imagine Healing Workshops can be found here.

These are challenging times. If you are looking for a safe place to connect, be supported and offer support; for a place learn to feel more grounded in these uncertain times, consider joining one of our support groups listed below.

Our groups are not crisis intervention. If you are in crisis please call 911,
988 Suicide and Crisis Lifeline, 1-877-663-5433 (ONE LIFE) or go to the closest emergency room.

You are not alone. You are not to blame. Please reach out for support when you need it.

Support Groups:

For more information on our groups or to pre-register, please visit this link, FILL OUT THIS FORM, or contact us.

Women's Group (via Zoom) with Diane Sunseri
(open to all who identify as a woman)

Somatic-Focused Support Group (in person) with Rebecca Roth

All-Gender Somatic Support Group (in Person) with Rebecca Roth (open to all gender identities, including those that do not fall exclusively in man/male or woman/female categories)

Support Group for Men (in person) (open to all who identify as a man)

Equine Healing Group (in person) with Equine Healing Collaborative

Mothers of Survivors Group (in person) with Jeanie Vogelzang

Teen Group (in person) with Jeanie Vogelzang

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Survivors Healing Center provides support and resources to adults who are healing from childhood sexual abuse and trauma.

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Nonprofit that supports children who are victims of abuse- SOWK 500

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Nonprofit that supports children who are victims of abuse- SOWK 500

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enthusiasts that use motorcycles as tools to help children who have overcome child abuse, ages 0-17, become strong, confident, and courageous again. Once a child has made an outcry of abuse and the

criteria for our support is met, that child is "adopted" into our family as a Little Guardian.

Members of G.O.C will escort the child to court, attend school and social events at the child's

request, provide protection and support, and sponsor "Little Guardian" private events, yearly.

The goal of these events is to provide a safe space where the Little Guardians can have fun,

socialize with others that have experienced similar trauma, and forget for a moment about the

fear, doubt, and insecurity that was forced upon them at such a young age. Every child has all

the power and strength within themselves, just like a motorcycle on the open road, and the biker behind it, we just encourage them to unleash it as we fight their demons together.

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Don't Let Your Silence Drown Out Their Cries

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Site for children who are experiencing mental health issues- SOWK 500

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Site for children who are experiencing mental health issues- SOWK 500

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What is mental health?

Does mental health feel like a confusing concept? Although it's communicated about now more than ever, it's OK if you're still unsure what it means. Mental health is different for everyone, and sharing about it can bring up strong emotions. Kids Help Phone is always open, offering young people across Canada mental health support and a non-judgmental space to Feel Out Loud. To learn more about mental health - and view an interpretation of an article about it in American Sign Language (ASL) - you can tap on the button below.

Learn more about mental health

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More than a helpline. Call, text, chat and more to get support using Kids Help Phone's 24/7 e-mental health services. For all young people in Canada.

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Video series for students

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National Institute of Mental Health (NIMH)

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Hello kids, meet Jane the Brain! In this fun and colorful video series from the National Institute of Mental Health (NIMH), Jane, our super-smart and friendly animated character, helps kids understand big feelings like stress, frustration, and sadness. Join Jane as she explores ways to handle these emotions with relatable situations and helpful tips and coping skills.

Find additional educational videos, coloring books, and hands-on quizzes and activities to educate kids about mental health in Resources for Students and Educators.

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This colorful new video series from NIMH introduces kids to Jane, an animated brain, who helps kids understand and cope with big feelings like stress, frustration, and sadness.

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Stigma-Free Student Mental Health Toolkit

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All of the presenting diagnostic definitions are derived from the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) created by the American Psychiatric Association.

These terms and definitions were written by Stigma-Free Society interns and Adler University psychology students, Alensia Ma and Brianna Kunder, and reviewed by Dr. Shimi Kang & Dolphin Kids: Future-ready Leaders.

To view definitions please click on the "name" or the "+" sign on any given line. It will expand for you to read the full definition and close when you click on another one. At any time you may scroll to the top of window click the white "X" in the upper right hand corner of the "pop up" window to return the page you were originally on.

American Psychological Association Psychologist locator: Useful search engine to find licensed psychologists by city or zipcode.

Psychology Today Find a Therapist: Broad search engine for finding counsellors, therapists, psychologists, treatment centers and support groups.

Bipolar disorder is a category that includes three different diagnoses under one umbrella: bipolar I, bipolar II, and cyclothymic disorder. Bipolar disorder is a brain disorder that causes changes in a person's mood, energy, and ability to function. People with bipolar disorder experience intense emotional states that typically occur distinctly, ranging from days to weeks, called mood episodes. These mood episodes are characterized as being manic/hypomanic (abnormally happy or irritable mood) or depressive (sad mood). Generally, people with bipolar disorder also experience neutral moods. When treated, people with bipolar disorder can live fulfilling and productive lives.
Prevalence:

1. Bipolar I Disorder → The development (onset) of a bipolar disorder (I) is approximately 18 years old. However, onset can occur at any age. Bipolar is not to be confused with typical mood fluctuations. Bipolar disorder is characterized by intense shifts in one's mood which can affect their daily routine, social interactions, and significantly disrupt their relationships.

2. Bipolar II Disorder → The development (onset) of bipolar II disorder is slightly later, beginning most typically in mid-20s, though it can begin earlier as well. This is a rough timeline estimate.

Depression, also known as major depressive disorder (MDD) is a mood disorder in which those who suffer experience persistent feelings of sadness and hopelessness and tend to lose interest in activities they previously enjoyed.
Prevalence:
The development (onset) of major depressive disorder is typically puberty. It is more common for females to experience than males. It is also important to address one's feelings of severe sadness and hopelessness as the risk of suicide is prominent with this disorder.

Anxiety is an adaptive response to stress in our environment. Anxiety disorders differ from typical feelings of nervousness or anxiousness to involve excessive fear, worry, or anxiety. It is the most common mental illness that can also include other types of anxiety, such as generalized anxiety, social anxiety, and more. Anxiety disorders are manageable and treatable.
Prevalence:
An anxiety disorder can begin as early as 1 year of age, though is more commonly seen in school-age children, with nearly 1 in 3 adolescents (13-18) experiencing an anxiety disorder.

ADHD is one of the most common neurodevelopmental disorders typically diagnosed in childhood. The two pillars of ADHD are Inattention and Hyperactivity. Inattention may look like wandering off task, having difficulty staying focused, or inability to stay organized. Hyperactivity may look like excessive motor activity, such as excessive fidgeting, tapping, restlessness, or talkativeness when it is not appropriate. ADHD interferes with one's functioning and development such as school performance and academic achievement, which can have a substantial impact on the child and their family
Prevalence:

1. It occurs in about 5% of children, with it being more common in males than females at a 2:1 ratio

2. This is not to say females experience ADHD less, it is more accurate to say that females often go underdiagnosed because they show symptoms of ADHD in different ways than males - they tend to have more inattentive features, whereas males tend to show more hyperactivity features

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Student Mental Health Toolkit | Stigma-Free Society

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Our Student Mental Health Toolkit contains Mental Wellness Lesson Plans that align with the B.C. curriculum guidelines. The Toolkit program is made for youth, educators, school counsellors, and parents/guardians, who want to teach and promote mental wellness for Grades 4-7 and 8-12.

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Peer to Peer suicide prevention

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TRUSTED BY LEADING SUICIDE PREVENTION EXPERTS

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Hope Squad | Youth Suicide Prevention for Schools

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Hope Squad is a student-led, peer-to-peer support program that harnesses school connectedness to reduce the risk of suicide in elementary and secondary schools. We train trusted adults on campus (Advisors) who then empower students (Members) to recognize warning signs and connect their peers to a trusted adult.

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Help for kids in need for housing and food insecurity

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Place for kids to talk about mental health issues

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Active Minds Giving Tuesday

It is that time of year...your chance to support young adult mental health and Active Minds during Giving Tuesday.

Adding to your impact, our friends at Urban Outfitters are #GivingToSay that "Mental Health Matters" by generously matching any gift over $25 (up to $50,000).

Maximize your impact. Maximize your support of young adult mental health across the country.

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Active Minds - Changing the conversation about mental health

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Active Minds is the nation's premier nonprofit organization supporting mental health awareness and education for young adults.

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Mental health resources for parents whose child is facing difficulties

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Mental Health Resources for Parents | Mental Health America

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Resources for parents

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Below is list of mental health resources.
Family Wellness Resource GuideEnglish Resources Online screening for mental health - https://screening.mhanational.org/screening-tools/ BIPOC Mental Health Toolkit - https://mhanational.org/bipoc/mental-health-month Adolescents and M…

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Guide for parents to help children

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The Movement for Children’s Mental Health

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The Kids Mental Health Foundation is a nonprofit providing free resources to empower grown-ups with the skills to help children’s mental health before a crisis.

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Family Engagement Program

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Ready4K® - Evidence-Based Family Engagement

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Accessible

Each week, enrolled families receive text messages with actionable insights, research-based activities, and learning extensions. More than 95% of families use text messaging, which makes it the best way to provide every family with year-round support. ParentPowered curricula is available in 10+ languages so no family is left out.

Strengths-Based

ParentPowered programs give families that "I can do it!" feeling by providing strengths based tips and simple activities that fit seamlessly into everyday moments. Our three curricula - Core, Trauma-Informed, and data-driven Personalized Learning - enable your organization to provide tailored support based on family need. Only ParentPowered offers curricula for families working to overcome the trauma of adverse childhood experiences (ACEs) and for families with children with potential developmental delays.

Low Lift

Enroll families in ParentPowered programs with just one click then sit back while we deliver weekly support that has been shown to result in as much as 2-3 months of additional learning growth over the course of a school year.

The ParentPowered Dashboard provides access to all the data you need to efficiently manage enrollment, assess the impact of the program, and produce presentation quality data visualizations for your team or external stakeholders. Plus, you can access family resources, teacher newsletters, workshop guides, enrollment flyers, and other ParentPowered resources.

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Family Engagement Programs from ParentPowered

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ParentPowered programs deliver evidence-based family engagement activities into your parents' hands. Reporting data shows your impact.

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Site for parents to receive support in order for their family to thrive

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American SPCC - Home | Giving a voice to the 'voiceless'. Empowering society to nurture & protect our children. Social Impact * End Child Abuse * Improve Children's Lives

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Video to guide parents

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A Parent/Caregiver's Guide to Mental Health

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REAL talk for parents

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Mindfulness for Teens

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Dr. Laurie Santos. Thoughts That Make Us Happy: Practicing Mindfulness. Science of Well-Being Teens

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School Mental Health Interventions

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SCHOOL MENTAL HEALTH TOOLKIT

School mental health interventions

This toolkit is a resource for occupational therapy practitioners working with children and youth in school and community settings to obtain specific knowledge about mental health (MH) promotion, prevention, and intervention and to guide service provision. Each topic in the toolkit provides an overview of the topic, implications for occupational therapy, and strategies for MH promotion, prevention, and intervention in a variety of settings.

Anxiety disorders

Symptoms of anxiety can interfere with a child’s ability to engage in school activities, chosen occupations, and social opportunities.

Childhood trauma

Children may experience trauma from abuse (physical, sexual, emotional), neglect (physical, medical, emotional, educational), natural disasters, illness, and violence (school, community, domestic). Children who have experienced complex trauma need environments and opportunities to regain a sense of personal safety, competence, and pleasurable connection to others.

Foster care

Early adversity, trauma, and disruption to living situations experienced by children and youth negatively impact their overall health and well-being.

School OT crisis response & prevention

Crisis response and prevention is an important component of the scope of practice of school occupational therapy practitioners.

Discover more school mental health topics

Bullying Prevention

Bullying is considered one of the most common forms of violence in schools and as such, most schools have adopted programs to reduce bullying and create emotionally and physically safe places contexts for learning.

Cafeteria: Creating a positive mealtime experience

Occupational therapy practitioners and cafeteria staff can work together to create a positive cafeteria environment.

Childhood Obesity

Childhood obesity is defined as is a condition in which excessive body fat negatively affects a child’s overall health or well-being across all environments, including home, school, and the community

Explore more school mental health topics

Grief & loss

With knowledge and skills in the therapeutic use of self and facilitating therapeutic groups, occupational therapy practitioners can help support children in their grieving process through the use of meaningful occupations

Inclusion of children with disabilities

Occupational therapy practitioners promote integrated services in all contexts and environments where children are learning, playing, and growing.

Read more school mental health topics

Promoting strengths

In strength-based approaches, the practitioner focuses on identifying and building upon the student’s abilities versus focusing on their limitations or disabilities.

Recess promotion

Recess is an important part of each school day and an opportune time for OTs to implement innovative programs to address a variety of issues related to school performance.

Social & emotional learning (SEL)

Occupational therapy practitioners serve an important role in promoting SEL at the universal, targeted, or intensive levels of intervention. Occupational therapy practitioners have specialized knowledge of the interaction of student contextual, psychosocial, and performance factors.

Intervention

Children & Youth

Mental, Behavioral and Neurodevelopmental Topics

Mental & Behavioral Health Settings

Schools, Early Intervention, and Community Education Settings

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Resource for OT practitioners working with children and youth in school and community settings promoting mental health prevention and intervention.

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Resources and trainings for teachers

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Strategies to help educators support students with mental health needs

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Student Mental Health Matters: A Toolkit for Educators | PBS LearningMedia

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These mental health resources are designed to equip educators, school staff, and school mental health professionals with the critical knowledge and strategies needed to support the mental well-being of their students. Digital media resources cover suicide prevention, stress and anxiety, self-harm, adverse childhood experiences, and social media.

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Link to speak with volunteer counselors in times of need

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Crisis Text Line | Text HOME To 741741 free, 24/7 Crisis Counseling

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Crisis Text Line provides free, 24/7 support via text message. We're here for everything: anxiety, depression, suicide, school. Text HOME to 741741.

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Bipartisan Safer Communities Act

The BSCA is a historic investment of over $1 billion additional funding for mental health and other school-based services. As the first major federal gun safety legislation in decades, the law expands gun safety measures like increased background checks, and targets interstate gun trafficking. The law also addresses violence more broadly by expanding school-based mental health services, reducing obstacles to schools' billing for services under Medicaid, and creating a technical assistance center to facilitate compliance and operations.

The BSCA treats schools as a key point for observation and intervention. States can now extend Medicaid's reach beyond the IEP and tap into Medicaid funding to increase access and resources for comprehensive school-based health services. Despite the considerable increase in funding and additional mental health services for students that this expansion provides, at the time of publication, only 18 states have expanded Medicaid's reach beyond the IEP for school-based health services. States must act in order to maximize this historic opportunity!

NEA has created a resource that details how affiliates can work with state decision makers to use the BSCA to increase mental health and other services for students, and reduce gun violence in schools and communities. This resource provides recommended actions and includes actions of states successfully moving forward.

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The current mental health crisis in schools, colleges, and universities continues to impact both students and educators across the country.

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Information on child mental health crisis

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Healthy Habits For Good Mental Health | 10 Evidence-Based Daily Habits And Routines For Kids & Teens

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Understanding Mental Health and Mental Illness

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Breathwork for the classroom

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Feelings

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Published May 17, 2024 Updated May 17, 2024

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The mental health crisis has affected individuals across various ages and professions. With increasing academic stress and institutional challenges, teachers & school staff are no exceptions.