Photo by Deleece Cook on Unsplash
By Christine O’Meara (General member, The Young Canadians Roundtable on Health)
As Canadians receive their second dose of the COVID-19 vaccine and COVID-19 cases steadily decrease, many are hopeful of a normal return to in-person classes in the fall. The abrupt upheaval of everyone’s routine in March 2020 was a difficult transition, causing stress and anxiety on students burdened with multitasking a changing schedule, cancelled graduation ceremonies, reduced study spaces, exam preparation, and most importantly, newly-introduced online learning tools. As we transition back to in-person classes and adapt to a new environment, we should consider the effects the pandemic and remote learning may have had on youth with Attention Deficit Hyperactivity Disorder (ADHD).
ADHD is a neurodevelopmental disorder characterized by inattention, impulsivity, and hyperactivity symptoms. It impacts an individual’s learning ability, relationships, emotions, and confidence (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7195413/). Beginning in childhood, it is estimated that between 5% and 12% of children have ADHD in which approximately two-thirds will continue to exhibit impairing symptoms into adulthood. Due to a difference in symptom presentation amongst boys and girls, girls are repeatedly underdiagnosed. Boys are diagnosed with ADHD at a ratio of 3:1 compared to girls, likely due to the fact that boys depict the more outwardly visible, hyperactive symptoms whereas girls depict the subtler, inattentive symptoms of ADHD. ADHD can have a substantial impact on an individual’s daily life. Approximately twothirds of children with ADHD also have a co-existing disorder (https://chadd.org/about-adhd/overview/). It affects executive functioning, a mental process that enables us to plan, reflect, and time manage, as well as begin and finish tasks. It also impacts the ability to regulate emotions, appropriately process information, pay attention, and utilize working memory in the same capacity as non-ADHD folks. Impaired levels of sustained focus and attention coupled with the many other symptoms of ADHD puts ADHD students at a higher risk of performing worse academically than students without it. As assignments, concepts, and schedules become harder to learn and self-manage, ADHD can make coping with these changes more challenging.
Photo by Thomas Park on Unsplash
The uncertainty of the pandemic and the abrupt switch to remote learning and isolated living has negatively affected the mental health of youth and adolescents with ADHD. A study examining the effects of remote learning during the pandemic found that 31% of parents of adolescents with ADHD and an Individualized Education Program (IEP) had a harder time supporting and managing remote learning. Out of the parents with an adolescent that had no ADHD or IEP, only 4% reported difficulty managing remote learning.
As we transition back to in-person learning, educators, peers, youth, and guardians must recognize the effects the pandemic may have had on youth with ADHD. It will be more important than ever to ensure that youth with ADHD feel equipped and supported socially and academically. Additional resources and attention may need to be allocated to these youth to help ensure they do not fall behind in class and can feel confident in themselves to persevere. Here are four ways to help youth with ADHD this upcoming academic year:
1. Don’t overlook students with high grades
ADHD can easily go unrecognized in students who appear, on paper, to be successful academically. The transition to higher education increases demands on school and life, challenging an individual’s executive functioning skills. Without proper coping mechanisms and tools, this can have an impact on one’s mental health, grades, and self-esteem. Additional pressure from others including phrases such as, “you’re not trying” or “you’re being lazy” can lead to feelings of anxiety, shame, doubt, and frustration for the student.
2. Explore different educational tools and approaches in the classroom
Whether it is speech-to-text apps, regular walks, quiet spaces, one-on-one study time, remote/hybrid learning, or personalized projects, there are endless tools and approaches that can be used in educational settings to help students with ADHD stay focused, motivated, and interested. There is no “one size fits all” technique for students with ADHD. It is important they have time and space to explore options that complement them best.
3. Personalize schedules to align with medication peak
A study found that learning from home decreased levels of anxiety and stress in some youth with ADHD caused by the structured rhythm of school. Having the freedom to design a schedule can be beneficial for ADHD students. Difficult projects can be scheduled to align with the medication’s most effective period.
4. Show empathy
Most importantly, be kind and patient to others and to yourself if you have ADHD.
Christine is a graduate from the Bachelor of Science in Kinesiology program at Dalhousie University. As someone who received her ADHD diagnosis after completing university, she understands how difficult it can be to cope with the pandemic and educational challenges without the appropriate resources nearby. She is passionate about environmental health, food insecurity, and advocating for improved and accessible mental health resources for youth and adults.