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Categories: 2012, August
A chat with Maureen Gill, LCSW
MAUREEN GILL DOESN'T HESITATE WHEN
ASKED what distinguishes a school as ADHD-friendly. “One,
that the school has trained their teachers,” she responds.
“Two, that the principal is in favor of ADHD services; and three,
that the schools work closely with the parents as partners in helping
A pediatric and adult medical social worker, Gill is the mother of two
adults with ADHD. She chairs the ADHD Partnership and a social worker
with a private practice specializing in helping parents of children with
ADHD. She is also a past member of the CHADD national board of
directors and has served as a chapter coordinator in Northern Virginia.
A certified Teacher to Teacher trainer, Gill is a presenter for national
and regional workshops on ADHD.
can you handle teachers who are certified in special education but do
not believe ADHD exists?
This was often the case in the late 1980s, when many special
education teachers were not trained or certified or didn't believe in
ADHD. My first experience with one of my sons involved a special ed
teacher who told me she had no idea what to do for a child with ADHD,
and that made me worry.
My suggestion is to find out who in the school does believe in ADHD and
work closely with them, hoping they can influence the teachers. I doubt
you can truly turn someone around, but you can work at creating a
friendlier atmosphere by finding allies in the school system who believe
in the disorder and joining with them. If this group can get trainings
started, it will help influence staff members who don't believe in
My eight-year-old son’s teacher calls me every day to
complain about his behavior. How do I explain that he has ADHD?
Calling you to complain about his behavior every day is
counterproductive. I might sound like I'm being "smart," but what I'd
like to say to the teacher is that what happens at the school is your
responsibility, and my responsibility is the home. If the teacher is
having a problem with the behavior, then the problem is that the school
doesn't know how to handle the behavior. Sometimes the school wants the
parents to make everything well, but that's not realistic. The parent
can't be there all day. The school needs to set up a behavior plan for
I do think it's important to be honest when your child has ADHD, because
in the long run if you're not honest, everyone suffers. The parent also
needs to become an expert on ADHD and be sure he/she knows what they're
talking about. If the teacher doesn't know how to handle the child, then
perhaps a meeting with the teacher and a behavior specialist in the
school can be helpful in setting up a brief behavioral plan.
This problem is largely the teacher's. When my son was in half-day
kindergarten, the ambitious teacher had a very large agenda that looked
like something for high school or college. I knew my son would disrupt
this, and he did. The cruelest thing the teacher did was to assign an
intern to document every little thing he did wrong, and she sent this
list home every day with a note saying, Mrs. Gill, please speak to him
about this. One day it had fourteen things on it!
I cried that day. I felt helpless because I could not be in her class
changing everything. If I had to do the same thing today, I would do it
very differently. This is her problem to solve. The parents can't be
there to solve it, nor can they talk to a child who has ADHD about not
doing something—especially fourteen different things that happened
earlier that day.
My daughter is in eleventh grade and has a 504 plan. There are
many ADHD resources available to the teachers (books, videos,
workshops), but during the 504 meeting in September, I asked if the
teachers had had any training in ADHD and none had, and none appeared
interested. I was sadly surprised, since so many kids have ADHD. What
can be done to encourage schools to train their teachers about ADHD?
Before I answer this, I want to clarify what I said
above—you want allies in the school. And also, I always
encourage parents to take CHADD's Parent to Parent training program,
which is available online. If you aren't knowledgeable yourself, you're
not going to get anywhere. First train yourself!
High schools nationally have not trained their teachers. This is a
universal problem and this is one of the reasons that the ADHD
Partnership did the teen add video training tape and designed the
workshop. We've been crusading for the high school level for the last
eight years and trying to get this training out to as many schools as
possible. Our training is only the beginning; there is also a
sensitivity piece, with the purpose of showing high school and middle
school teachers the broad spectrum of problems that students have.
Most high school teachers are not aware that students with ADHD might
have memory or handwriting problems, or that they can't put large
projects together. One of the best books on this topic is Teaching
Teens with ADD and ADHD by Chris Dendy (Woodbine, 2011). This book
is a bible for what to do right at the secondary level and can actually
be used as the text for training at the elementary level. The other book
is the revised CHADD Educator’s Manual on ADHD, which has a
special section on teenagers. These two books can serve as texts for
training in the high school setting, as well as middle school.
How do you get the high schools to be willing to do the training?
Approaching high schools is harder than approaching elementary or middle
schools. I would not recommend that a parent go alone to the principal
and ask for training. I would use a group approach. Six or seven
parents, along with professionals, can go as a group and should offer to
help the principal set up the training. We initially thought that high
school teachers were not interested, but we found that sixty to seventy
percent were interested.
Are there resources that schools can use to train the teachers?
The principal at the charter school my son attends seems pretty open to
training and services for disabilities.
I would direct them to CHADD’s Teacher to Teacher program
[see sidebar]. Its founders, Ann Teeter Ellison, Chris Ziegler Dendy,
and Joan Helbing, took a long time designing this program and they are
probably the top experts in the field in the United States. The
principles and strategies really do work, and teachers really do want to
teach other teachers so they will succeed.
One way to get training started is to look for the professionals in your
area that truly know ADHD or the person in your school system who knows
ADHD and join the two together. This is what the ADHD Partnership did;
we used a team concept, with parents, community professionals, and
school staff working together to do the training.
Who do you approach first to discuss teacher training on
ADHD—the principal or the superintendent?
Find the staff person or persons in the school system who would
be interested in the training, and talk to them. You could ask, "Do you
think we can set up some training?" Let them know you'd be willing to
help. Discuss what kind of training might be needed, when to do it, and
so forth. It's always more helpful in these partnership discussions to
have an "inside" person in the school, because you can accomplish
I've also approached principals directly, but what I've found is that
it's better to have someone in-house to promote the idea, because the
principal may have fifty things to attend to. If it's not possible to
find someone on the inside, then going to the principal might be
It might be a little difficult even to get an appointment with the
superintendent, but if you do, it's better to approach the
superintendent as a group. I don't find that individuals are as
effective as a group.
When we formed the ADHD Partnership back in 1992, there was a new
mandate to provide services for children with ADHD, and so we approached
the superintendent as a group. The superintendent was especially pleased
that the group included a pediatrician and other professionals along
with parents. We also had a number of professionals in the area who
offered to do free training. We worked as a group and we offered to
help; that’s very important. That's how the ADHD Partnership and
systemwide training began in our county’s schools.
I'm studying to become a teacher. Since it’s not in the
curriculum, I’m wondering what I can do to make my secondary
education classroom more ADHD-friendly.
CHADD’s annual conference is probably the number one
place to go to get the best information, but I would take advantage of
any classes regarding ADHD that you see advertised. As far as making
your classroom more ADHD-friendly, I want to refer you to the ADHD
Partnership website, adhdpartnership.com, where we have a short video you
can order. It features teens and experienced teachers talking about how
to make the classroom ADHD-friendly—which will also make the
classroom friendlier for other students.
We asked the teens to tell their teachers about what would help them the
most. We also did the same with the teachers. This was done at the high
school level for secondary schools, but we're finding that even
elementary schools are showing it because the teens face the same
problems elementary students face, but the teens are more articulate
We also designed a PowerPoint introduction to the video that goes over
the basics of ADHD. Because these teens look so “normal,” we
wanted those watching the video to be aware of just what their
difficulties are, and that these difficulties go beyond inattention,
hyperactivity and impulsivity, and this video does that. The
introduction can be used for a workshop in your school. All the ADHD
Partnership training programs are downloadable so that people can take
them to their schools and use them. Again, visit
adhdpartnership.com to view the training programs and to order a
training video used by the ADHD Partnership.
How do you assess whether or not a principal supports ADHD
services? I've lived through a runaround in elementary school and now
face the same in middle school.
Actions speak louder than words when it comes to whether a
principal supports ADHD services or not. Over the years I've found that
within the first few minutes of meeting someone I can guess what the
year is going to be like. Teachers also know if the principal is
If the principal is not ADHD-friendly, it filters down and it becomes
much more difficult to get trainings and so forth. I've not found that
most principals are like this, but some are. You'll especially see this
in meetings with the principal, parents, and staff.
With middle school, there's a whole new set of problems. It's a good
idea to go before to meet the counselor before school starts to try to
help with the transition. Selection of teachers is extremely important,
as a teacher can make or break a year. And when dealing with a team of
teachers, you need to make sure you're on the right team. Our local
middle school has six or eight teachers who work as a team. I've found
that some teams work well and some don’t, and the school knows
Sometimes a student works better with one team than another. If you can
get the middle school team on your side, you have it made. This is what
you're looking for. If the principal is not in favor of giving
accommodations for ADHD, then you need to find allies in the school
system to help you.
You mention that professionals should be involved in approaching
the school. What is the best way to approach professionals and what type
of professionals would be most beneficial? I have been in a case
conference where they argued with my clinical psychologist.
You have to be very careful about which professionals you choose to go
with you. For example, when we first started, we had some very feisty
professionals; people who were educational advocates or psychologists
who advocated for children. But because they had fought with the school
system for so long, we found that they agitated the meeting.
When we formed the partnership, we would get together with school
staff—administrators, counselors, teachers—and with CHADD
community parents and outside professionals, such as clinical
psychologists, pediatricians, behavioral specialists, etc. We would get
together once a month and start to design training programs. I found out
early on that those professionals who were contentious with the school
system were counterproductive.
I chaired the meeting and I was criticized because I told them to tone
down. At our school system with our partnership, we've tried to work
together and not be defensive or highly critical. We have found that
this approach has worked best and it has been more productive. Some have
said to me "you would have accomplished more and faster..." and that
might be true, but we moved steadily and slowly and were able to have a
partnership that has lasted more than eighteen years. And the schools
are very respectful of us.
We have learned to work together. The professionals I would recommend
are, number one, a pediatrician, because they are highly regarded. I
would recommend counselors from the community who are working. They all
need to be knowledgeable or else they're no help. I also recommend
educational advocates or those who run outside or after-school programs.
I would not recommend any professionals who are going to fight with the
school staff at the meeting.
How do you know when you are asking too much of an elementary
school teacher? The psychiatrist wants the teacher to complete a
questionnaire before and after changing medication and we are on the
third medication change of the school year. The teacher has met with me
and e-mails me weekly updates. She has twenty-five other students in the
class, many of whom have their own set of issues. I don't want to be the
parent that teachers avoid because I am always in their faces. How do
you find a balance between advocate and helicopter parent?
The form used for changing the medication must be simple to
fill out; something that won't take too long. Some of the forms have a
morning part and an afternoon part, because sometimes there's a
difference. For teachers, if it's easy to fill out and they see that
it's helpful, they probably won’t' mind doing it. I don't think an
email once a week is too much, at least until things improve. I would be
honest with the teacher and say you don't want to burden her too much,
but say the doctor needs this.
The behavior at home may be very different from the behavior at school,
so the teacher's input is very valuable. It wouldn't hurt to show the
teacher appreciation in some way, such as a small gift or a letter to
the principal. Adjusting medication can be one of the most difficult
parts of helping a child. This can be very difficult for the parent,
Let me say one more thing about ADHD-friendly schools. Every year, CHADD
of Northern Virginia gives certificate awards to any teacher recommended
by a CHADD member as being helpful to students with ADHD. We invited the
teachers to our last meeting of the school year to receive the award in
person. We gave out hundreds of these certificates over the course of
many years. Teachers loved these awards and this was a huge success. We
also gave an award to the school staff member of the year at our last
meeting. Word about these awards spread throughout the school
to Teacher: Classroom Interventions for the Student with ADHD is
usually presented as a day-long workshop that identifies common
ADHD-related learning problems plus practical classroom techniques,
interventions, and the latest research to enhance school success for
students with ADHD.
Designed for mainstream classroom teachers, the training provides
best-practice strategies in an interactive, hands-on format. Attendees
have the opportunity to discuss solutions to common academic and
behavioral problems in a "case-based" format. From theory to practice,
attendees learn evidence-based interventions to manage every aspect of
ADHD in the classroom.
Teacher to Teacher was created by Chris Ziegler Dendy, Anne Teeter
Ellison, and Joan Helbing.
Chris Ziegler Dendy, MS, has over forty
years of professional experience as a teacher, school psychologist,
mental health counselor, and administrator. She is also the mother of
three children with ADHD. A prolific author and producer of three videos
on ADHD, Dendy served on CHADD’s board of directors and was
inducted into the CHADD Hall of Fame in 2006. Dendy is the editor of the
highly acclaimed CHADD
Educator’s Manual on ADHD: An In-Depth Look from an Educational
Anne Teeter Ellison, EdD, professor
emeritus of educational psychology at the University of
Wisconsin-Milwaukee, is the former training director of UWM’s
school psychology doctoral program and the author or coauthor of several
books on ADHD. A former member of CHADD’s board of directors, she
served as its president from 2005-08 and was inducted into the CHADD
Hall of Fame in 2010. Ellison is a contributing editor to the CHADD
Educator’s Manual on ADHD.
Joan Helbing, MS, has over thirty-five
years of professional experience as a teacher, diagnostician, and
regional ADD consultant with the Appleton Area School District in
Wisconsin. She is the mother of two daughters who have ADHD. A former
member of CHADD’s board of directors, Helbing is a contributing
author to the CHADD Educator’s Manual on ADHD.
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