The purpose of this project is to examine the nature of social development and peer relationships among children diagnosed with Attention-Deficit/Hyperactivity Disorder, or ADHD, both with other neurodivergent children and with their neurotypical peers, and to suggest next steps for the resistance of stigma and formulation of explicitly anti-ableist social-emotional interventions in school settings. Friendship development and social-emotional interventions have not been widely explored for students with ADHD, especially through an anti-ableist lens, which pushes back against notions of neurotypical supremacy and the idea that students with ADHD themselves need to change who they are or “mask” to feel included.
This handbook is intended for educators, administrators, and school psychologists and social workers who work directly with K-8 students with ADHD or indirectly at a K-8 school whose community includes students with ADHD. The information in this handbook can be used at faculty or child study team meetings, and the social-emotional interventions and suggestions for changes in the treatment and of ADHD-identified students, language around dis/ability, and anti-bullying/anti-ableism discussions can be used directly in classrooms.
I will be focusing on the K-8 age group because I believe that early intervention is important, and because middle school (6-8) in particular (with the onset of puberty and increased social and academic independence) can be enormously difficult for students with ADHD.
To get started, navigate through the following posts:
About the Author
My name is Veronica Walton and I am an M.S.Ed candidate in Childhood General Education and Teaching Literacy at the Bank Street College of Education. I graduated from Bryn Mawr College with a B.A. in English in 2019. I am an educator, poet, and performer with an interest in composition pedagogy and integrating the performing arts in upper elementary classrooms. I was diagnosed with ADHD (combined type) and sensory processing disorder at the age of eight.
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