Hello

We have a boy with ADHD in our class at the moment. He is one of four in the family and the majority have significant needs. His mum struggles to engage with school although recently we have built a much better relationship between school and home. He was on medication but it has recently been stopped while a new prescription is being organised.

So, on a good day, in the past you wouldn't have known he had ADHD except we were having to take him for breaks and sit him at his own table, give him a bit more encouragement and that kind of thing, but it wouldn’t have been evident. Now, he is constantly fidgeting, refusing to sit at a table, any kind of work avoidance, just an inability to listen, and making noises. He is constantly moving from task to task to task to task, very emotional and so extreme; anger right down to, ‘I don't deserve to live’ and then wanting a cuddle and pushing you away. He is a completely different child, if I'm honest. 

In the past, the class have said how lucky they are to have him because he's quite settled and we've also got his helper in to help us. The last half term has been slightly more difficult and it's frustrating for them because in the past I haven't had to reward what I would call my expected behaviors. While now, ‘Oh look, you're sitting in a chair! Aren’t you doing a really good job?!’ and the class are thinking, ‘What?! Like he’s sitting in a chair?!’ The other children have found it very difficult to understand why this child is receiving what they view as a reward for what they would view as negative behavior or just expected behavior.

They can be frightened. We've had cases where some of the children had become almost scared of him. If he slams something on the table they’re on high alert. In the past, they would have happily worked with him and partnered up with him but this half term, everyone was reluctant because they're concerned he's going to get cross and swipe the work or he's not going to take part or he's going to storm out and they're going to be left on their own. They’re like, ‘Oh, I don’t want my volcano smashed so I don't want to work with him’. I’ve had to speak to one or two of the more mature children and say, ‘Look, can you just work with him because he needs help? We (me and the TA) will support you and we'll be there. We're not gonna let him smash it but he might have to leave and if you're a part of a three, that will be OK.’ And they're like, ‘Okay, that's fine.’ And then he was able to take part in a bit.

We have tried to insist, ‘You’re getting red, you need to go for a walk’. ‘You look like you're hot, can you go?’ ‘Oh! I need my water bottle filled, you know, I’m drinking a lot of water the last few days. Can you go fill my water bottle? You know, with the cold water, with [the TA]’.

The other kids are aware and almost appreciative of it. They recognise when we’re trying to guide him and they understand it.

We have to be very organised, very thorough, preparing him for any changes. Everything has to be where it’s expected to be. In the past, if I said, ‘Oh, your pencil’s over there.’ Or ‘I had your book!’, it was fine. Now that could lead to an absolute meltdown. When he’s got a reason to work avoid, to not follow instruction, to go somewhere, to do something active as opposed to sit, he will take it.