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Educators today understand how a student’s behaviors related to ADHD manifest in the classroom much better than their counterparts did 25 years ago. But too many teachers still fail to recognize the academic and social struggles that can plague students with ADHD inside and outside the classroom.
For too long, educators have focused almost exclusively on reducing symptoms in the classroom, but this approach does not necessarily improve a child’s academic outcomes. Evidence-based interventions and supports to reduce specific ADHD-associated impairments and to build adaptive functional skills are needed for long-term academic success — but not always provided in
. Approaches to improve a student’s social relationships with peers are often left out of such accommodations, but they are equally important to a child’s success.are often magnified by the expectations in classrooms, and how this makes it harder for students to experience success in school About the limitations of some approaches that focus exclusively on a student’s symptom management and ignore other areas of impairmentsHave a question for our expert?Meet the Expert Speaker: