Navigating High School SUPPORTING YOUR TEEN WITH ADHD

Navigating High School SUPPORTING YOUR TEEN WITH ADHD

Anticipate Changes and Discuss With Your Teen What Is Different in High School? As teens move from middle to high school, academic and emotional demands change across multiple aspects of their everyday experience. Helping your teen with Attention-Deficit/ Hyperactivity Disorder (ADHD) adapt to these changes can be an important part of the transition to a new school setting. Given the increased responsibilities and expectations of high school, students need to become increasingly responsible for their own learning and take a more active role in the educational process. Anticipating potential changes may help you and your teen work together to develop a plan to navigate high school. Here are some examples of the changes your teen may face during these high school years. Typical Middle School Typical High School So What? Or Impact? Subject-specific teachers for core skills (eg, reading, math, science) less time is spent in homeroom than in grade school Less coordination among teachers than in grade school tests and assignments may sometimes be assigned independent of each other Extracurriculars may occasionally be added to after-school time frame Social life begins to extend into after-school time and weekends All subjects have different teachers, in different locations within the building or campus homeroom becomes less common Limited coordination across classes for assignments, projects, tests, etc. School-related extracurriculars regularly occur after school time Part-time employment may begin Social life grows in importance; can become a strong influence on time management and scheduling Strong drive to conform Expected independence of the student limited parental involvement More teachers to communicate with and more schedules to coordinate Students need to bring text books, homework, and resources for multiple classes that are not near their locker location Increased likelihood that multiple tasks may be due at the same time Requires greater planning by student Day lengthens Less out-of-school time for homework or downtime Unmonitored social engagements Peer pressure increases Self-advocacy becomes more important How much time should your child be spending each night on homework? Typically, high school has increased demands in academics, organization, and independent completion of school work. Developing skills related to organization, critical analysis, problem solving, and planning can be important characteristics in responding to these demands. The goal is that as students progress in high school from freshmen to seniors, they become increasingly self-reliant. School Setting Changes May be given longer and more complicated assignments that require greater planning, organization, consistency, and initiative May need to deal with increasingly complicated concepts and learn to multitask May encounter different teaching styles and expectations of many teachers Classes may be in different parts of the building or campus with limited time between classes Increased number of course-specific materials Inconsistent daily schedules block schedules, study halls, etc Extracurricular Activities May devote more time to outside activities like sports, as well as clubs and lessons May have a part-time job or chores (eg, babysitting, yard work, retail) May manage busy daily schedules that keep them away from home for a full day Interpersonal Interactions Face greater distractions (eg, texting, social media, video games, hanging out ) Independence and increased responsibility 2 3

Tips to Help Your Student Manage High school students with ADHD should understand their specific needs and know how to approach teachers respectfully with requests for personal assistance with classroom activities if needed. Parents may still take an active role in their child s education and maintain communication with their teachers; however, this is an important time for teens to learn to become a self-advocate. Parents may want to encourage their teens to follow up directly with teachers as a way to help them learn to speak up for themselves. 1. Build a support team: at school Each school year brings new teachers and schoolwork, changes that may be difficult for a teen with ADHD. If your teen needs help, work with the school to create a support team to work together to assist your teen. An academic support team may include the following: Your Teen s Teachers Your teen s teachers observe your teen each day and play an important role on the support team. Teachers may help identify strengths and challenges, create a plan to address any concerns, and establish a system of review to measure academic progress. Encourage your teen to discuss these and any similar observations with his or her teachers. School Counselors Consider working with the school to identify whether there are ways that school counselors might help your teen. For example, it may be helpful if your teen s school counselor could collect feedback from multiple teachers and help coordinate a plan, if necessary, for your teen. School counselors may also be able to work directly with your teen to make sure he or she is organized and keeping up with assignments. Eventually, your teen s guidance counselor may be available to help your teen prepare for the future by discussing long-term goals. Your teen s support team can work with your child to help him or her identify goals and needs. Forming positive partnerships with the team may help support your teen at school. 4 5

2. School accommodations Your teen may not have had accommodations to this point. It is important to understand that students with ADHD may qualify for extra support in school to help with issues such as organizational skills, incomplete work, or forgetting to turn in work. See next page for a list of some common accommodations that students with disabilities, such as ADHD, may qualify for. There are two federal civil rights laws that protect the educational rights of children with ADHD and other disabilities. Students may be eligible for accommodations through Section 504 of the Rehabilitation Act of 1973 or through an Individualized Education Program (IEP) as part of the Individuals with Disability Education Act (IDEA). These laws provide guidance for the education of all students with disabilities in public schools that receive federal funds. Section 504 defines disability more broadly than IDEA, so it may be less burdensome to qualify for and may get implemented faster. Individuals with Disabilities Education Act (IDEA) is best known for its main provision, the IEP, or Individualized Education Program. An IEP can be harder to qualify for and can take longer to get, though it may offer more comprehensive educational benefits. Some of the possible accommodations for high school students include: Structured learning environment Simplified instructions Visual aids Use of behavior management Adjusted class schedules Modified test delivery Use of tape recorder Computer-aided instruction Modified textbooks or workbooks Tailored homework assignments Consultation Reduced class size One-on-one tutors Special resources Classroom aides Note taker Services coordinator Modified nonacademic times (lunchroom, recess, PE) 6 7

3. Transition plan By age 16, if your teen has a Section 504 plan or an IEP, your teen s support team should have in place a transition plan to review goals and services that will help enable him or her to make a successful transition to postsecondary education or a career. When the transition plan is developed, it would be a good idea to invite someone to the IEP meeting with the school who is knowledgeable about vocational issues, possibly a representative from the vocational school or the state Vocational Rehabilitation Services, to review the plan. Revisions to IDEA clearly state that transition services must be designed within a result-oriented process including measurable postsecondary goals assessments and guidance on specific courses required for the student s hoped-for career. 4. Self-advocacy: IEP ownership It is especially important that students take ownership of their IEP in high school because this document will continue to be of use during their next transition entering college. It is at this stage of their educational journey where students will need to increasingly fill the role as their own advocate. Parents can help with this transition by recommending questions, such as: What is contained in my IEP? How has this made an impact on the quality of my life in high school? What do I need to do during this transition time to keep the benefits provided by my IEP until I graduate? How do I arrange for the same type of support when I leave high school and head off to college, work, or a combination of both? 8 9

5. Building a support team: outside of school It may be helpful to build a support team for your teen outside of school too. There are professionals who can play a variety of roles in helping your teen with ADHD. Consider enlisting a support team to work with your teen to help address their needs. Academic tutors may help your teen with academics. Your teen may benefit from tutoring. A tutor could be a classmate or a peer. In addition, you might consider hiring a private tutor. Tutors may be able to help with note-taking strategy and may provide encouragement and direction on assignments. Therapists may help your teen deal with issues. Therapists may talk through current problems with your teen to try and change patterns of thinking that are not helpful. ADHD coaches may help your teen set goals. ADHD coaches can provide your teen with support, structure, and accountability for his or her actions. They can provide coaching in keeping track of things, establishing routines and good habits, managing time, increasing independence, and improving self-advocacy skills. Coaches may work in person or by phone and typically charge a fee or provide fee-based services to help with practical issues such as getting organized. Attitude Changes Part of maturing during the high school years is your child s growing interest in independence. If the doctor has been managing your child s ADHD with medication, consider that your child may be reluctant to continue taking medication. Medication Management Some teens may want to stop their medication because they don t want to be different from their friends, they may not like the way medication makes them feel, or they may want to manage problems on their own. Your teen should not stop the medication or change the dose unless directed by a doctor. Teens may not fully understand the impact that ADHD symptoms may have. Talk to the doctor if you or your teen has any questions about the ADHD treatment plan. Include your teen in treatment decisions and conversations with the doctor Make sure your teen is actively involved and has input into the choices and health care decisions that may affect them. Encourage your teen to talk about potential changes or symptoms that need to be managed and feel comfortable participating in the treatment process. Ultimately, the more teens feel a sense of control, the more capable they may feel to solve their own problems and take charge of their lives. Helping your teen learn to self-advocate Encouraging your teen to become his or her own advocate may help your teen to take more responsibility for managing his or her ADHD. For example, ask your teen to make a list of concerns to talk about at the next doctor s appointment or talk to the teacher about a concern with class work. 10 11

Where can I get more information about ADHD? For more information, visit www.adhdandyou.com. Keep this guide as a handy resource for facts about ADHD. This resource is sponsored by Shire Pharmaceuticals Shire US Inc. 1-800-828-2088 2014 Shire US Inc., Wayne, PA 19087 S02096 07/14