The Hidden Impact of Teaching Students with ADHD: Planting Seeds That Take Time to Grow
Teaching students with ADHD can feel like tending to a tree whose roots are growing invisibly underground. Progress may not always be immediate or obvious. At times, it may seem like nothing is working:
- A student shuts down before even attempting a task
- A teenager storms out when asked to work independently
- Despite your best efforts, change feels slow or nonexistent
Yet beneath these surface struggles, growth is occurring.
The Truth Behind the Behaviour
Students with ADHD are not trying to be difficult. They want to succeed. Often, what appears as defiance or avoidance is actually rooted in executive functioning difficulties and emotional overload.
- A student who refuses to begin an assignment is not lazy—he may be overwhelmed by a fear of failure or stuck in a cycle of internal frustration
- A teenager who avoids schoolwork is not unmotivated—perfectionism or processing speed delays may be holding her back
- A student who seems indifferent to support may not express appreciation now—but years later, a teacher’s encouragement may emerge as a pivotal memory
Rethinking ADHD Through an Executive Function Lens
When speaking with educators about ADHD, one helpful metaphor is to imagine a cylinder cut in half. Each side represents a different cluster of executive function challenges:
The Inattentive Side:
- Sustained attention
- Working memory
- Planning and organization
- Task initiation
The Hyperactive/Impulsive Side:
- Emotional regulation
- Impulse control
- Movement regulation
- Response inhibition
Most students with ADHD do not experience every challenge equally. Each profile is unique. Understanding this complexity helps educators tailor their responses rather than relying on generic strategies.
A Shift from Labels to Insight
Rather than simply stating, “This student has ADHD,” reports and recommendations should clarify three critical points:
- What specific barriers is the student facing?
Are there difficulties with task initiation, emotional regulation, or processing speed? - How can the student’s strengths be used as entry points?
Can visual supports, verbal reasoning skills, or social intelligence be leveraged to scaffold learning? - What small, practical changes can be made in the classroom?
Could reducing written output, offering visual checklists, or building in movement breaks make success more accessible?
These are not one-size-fits-all solutions. They are thoughtful, individualized strategies that create an environment where students with ADHD can begin to thrive.
Growth That Takes Root Slowly
Working with ADHD is often a long game. Just as a tree does not grow overnight, the impact of support may not be visible for months—or even years. But that does not mean it is not happening. Each small gesture, adjustment, or word of encouragement strengthens the foundation beneath the surface.
The goal is not perfection. It is progress. Even a two or three percent improvement over the course of a semester represents a significant step forward. These small wins compound over time, helping students develop the skills and confidence needed to succeed in the long term.
For educators, psychologists, and families supporting students with ADHD, the most powerful message is this: Keep planting the seeds. You may not always see immediate growth—but your efforts are helping strong roots take hold.