Supporting the diverse learning needs of our students is foundational to our Learning Plus Department provisions, and underpins classroom delivery. At St Catherine’s School, before we even start to provide a tailored supportive learning program for our students with learning difficulties, we aim to understand where they are coming from, what they are feeling and experiencing, and then we consider and discuss the best learning path recommended for their needs.

You may have heard your daughter lament the following; “I cannot concentrate”, “I cannot help interrupting people while they’re talking”, “I cannot remember what the teacher asked me to do”, “I daydream and it gets me into trouble”, “I have trouble managing my time.” These frustrations are not always articulated to the teachers. Students often chastise themselves that they are the problem and that ‘it is what it is’. However, they may be experiencing symptoms of what was once called Attention Deficit Disorder (ADD).

ADD is now a more outdated reference for inattention. Attention Deficit Hyperactivity Disorder (ADHD) has now become the ‘overarching’ identification, which is grouped into three categories or types: predominantly inattentive, predominantly hyperactive-impulsive and a combination of both.

The Disorder can have a significant impact on student learning and relationships, which can doggedly follow a student throughout their schooling and transfer post-school into their social and working life. What is also concerning is that not all groupings are easily identified particularly by teachers and parents. This, then has implications for learning progress and self-esteem, mental health and well-being outcomes.

Increasingly, this group of students with such analogous but often diverse needs are often missed in the day-to-day of the classroom. These girls are generally compliant, try hard and often become the student that often endears themselves to their teachers, because they just need that additional nurturing. However, what they really need are strategies and life skills to manage the difficulties relating to their specific inattention difficulty.

Traditionally, ADHD was often seen as predominantly behavioural, but this understated its complexity and missed the multifaceted dimension of the condition and the varied impact and needs of each individual. Without strategies in managing ADHD, its impact on daily life both in school and beyond can be devastating. Efficacy for students is paramount.

So, starting with a discussion, empathy and listening to the frustrations related to what a student experiences normalises their experiences, and provides an opportunity for families to be reassured that these experiences can be addressed and mitigated. Indeed, as we have become increasingly aware of the research related to student learning difficulties, early intervention reaps the best results.

We are not suggesting that all students with the cited frustrations are necessarily experiencing ADHD. This condition must be diagnosed by a paediatrician. However, if you do have concerns about your daughter’s inattention and you feel it is impacting on her learning, please feel welcome to contact her teachers. We can then discuss the best path to pursue.

If the path taken leads us to a diagnosis of ADHD, then practical support can be provided both for the student, their teachers, and the family as a whole. For success, support needs to be multi-pronged and requires a wraparound approach. This involves consultation and participation from all those involved most crucially the student. For teachers, it may mean reasonable adjustments for the classroom. These may include providing different modalities for lesson delivery such as highlighting the text being studied, watching a video, mind mapping, allowing time for processing class discussions, break up tasks into small steps, and allowing rest breaks. For parents, it may require paediatric interventions, a more structured home routine. Whilst for students it may mean, identifying the learning modalities that work best for them, developing study routines, and asking questions of the teacher when unsure.

Ultimately, every student has diverse and very individual needs. Learning needs require tailoring for each individual student. By understanding their specific learning requirements, teachers are equipped to support their students, families have guidance in encouraging their daughters, and students develop the efficacy and skills for life that are needed for ameliorating this often frustrating and at times destabilising condition.

You may find the following link is extremely useful and provides additional information regarding ADHD: https://www.adhdsupportaustralia.com.au/she-cant-have-adhd/

Please feel welcome to contact me at egaensler@stcatheines.net.au for any concerns or questions relating to your daughter’s learning, or to this article.