1. Talk with your child, and accentuate the positive.
If your child has attention deficit disorder (ADD ADHD), she may have low self-esteem, in addition to symptoms of ADD. To succeed in school, she must not only adhere to academic and behavioral standards, she must believe in herself.
Educate your child about attention deficit disorder and present the upside of ADHD. For example, ADD in children often correlates with traits such as creativity. As she meets new faces and new challenges at school, help your child remember that she is a valuable member of her classroom community — in spite of, or because of, her ADHD, dyslexia, or other learning disabilities.
2. Ask your child about his friends.
A child with ADHD may need your help in identifying classmates with whom he could develop constructive friendships. During the first weeks of school, ask your child to describe his classmates, and listen for clues about personalities that might complement his own.
Children with ADD tend to form quick alliances with children they find exciting or interesting. Encourage your child to get to know the self-contained and studious kids, who might admire his imagination or boldness and who might be a calming influence.
3. Help your child learn to appreciate the teacher.
Your child may feel that teachers are the enemy. Help her find something to appreciate about her teacher.
My son and I developed a theory about his fifth-grade teacher; we credited her ability to be understanding to her experience as a parent. My son has appreciated other teachers for their taste in music or movies. All children, and especially children with ADHD or dyslexia, should have a sense of teachers as humans, not merely as authorities. When your child thinks, “She’s strict, but she’s cool,” what she means is, “We can work together.”
4. Talk with the teacher.
Have a conversation with your child’s teacher during the first week of school. Without coming off as pushy, clarify the specifics of your child’s situation. Make sure she knows about your child’s IEP or 504 Plan, if there’s one in place. Any mandated services or accommodations should begin immediately, and the classroom teacher is the one who can make sure that happens.
5. Have a second conversation with the teacher.
About a month into the school year, ask for a second meeting (if the teacher hasn’t called for one sooner). Don’t wait until parent-teacher conferences to get her take on how things are going. The earlier you are aware of the teacher’s perspective, the sooner you and your child with ADHD can avoid scenarios that interfere with learning. Keep communication open. Many teachers prefer e-mail as a way to share information.
This article comes from the August/September issue of ADDitude.
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