What are the most effective ways to engage parents of children with ADHD in their education?

A fair portion of the time a parent with a neurodivergent child is both aware and might be neurodivergent themselves. Reach out early and make it clear that you appreciate their child for who they are. I find it better to show appreciation for their child's attributes than to spend the time in investigation mode.

A positive relationship between an institute or professional and a parent is important before anything is introduced or shared with the parents. The use of family family-centred approach, mindful use of language while discussing children with different needs and evidence-based practice are factors in building positive relationships with the parents. Parents training and getting them equipped is a fact without any popular approach can not be successful.

The most important aspect of a positive relationship is building trust. In my perspective, the bond between the parent and therapist plays a major role in planning an effective intervention. Just like any children, neurodivergent kids respond well to positive reinforcement. Communication and Motivation are the two key aspects of any Neurological Rehabilitation.

Learning Difficulties or Disorders could inherited through parents. Hence, engaging a parent,who himself is facing a challenge, to become a mentor to remediate the difficulty would be too much to ask for. As educators we need to accept that every child is gifted differently hence sharpening that stronger potentials of the child works much better than trying to enhance the weaker potentials. As educators we always look for holistic growth but that may not be true for some special cases.

Reaching out to parents early is an important step to establishing positive relationships. It’s important for parents to know that you value their child and that you are a team. As both an educator with ADHD and having an ADHD child myself, I have found that regular communication (both ways) has been effective in ensuring that students, teachers and parents are supported in their roles in the educational journey of the student.

Sharing strategies and resources with parents of children with ADHD is a vital component of a holistic educational approach. Offering specific, actionable advice on both academic and behavioural support can empower parents to become effective partners in their child's education. This collaborative exchange can involve tailored materials that align with the school curriculum, as well as resources that address the unique challenges posed by ADHD, such as time management or impulse control. By recommending reliable resources—like specialized books, credible websites, or support groups—educators can extend the circle of care and reinforce interventions across home and school environments.

After establishing a positive and trusting relationship, the next step is to share valuable strategies and resources that empower parents to support their child's learning and behavior at home. Tailor your approach to each child's unique needs. Share personalized learning plans, which include information about the curriculum, expectations, assignments, and assessments. Provide parents with a clear roadmap for their child's education journey. ADHD can be accompanied by emotional challenges. Offer resources and techniques for helping children cope with stress, frustration, and other emotions. Teach parents how to support their child in developing emotional regulation skills.

Recognize that many times the parents of neurodivergent children may themselves be neurodivergent. Appreciate and value how neurodivergent students can contribute to classroom activities. Develop strategies for teachers and parents to collaborate and support the student's learning and behavior both at school and home, starting from a place of appreciation. It may be helpful to organize a parent support group either in person or via online chat, so that parents can share tips and strategies, and support each other.

Sharing strategies and resources are a step to discover where to go for their child; what works, what doesn't and what's a new point we can figure out together for your child.

As a neurodivergent educator, I have found sharing elements of my journey and the journey of my ADHD child works in my favour in establishing a trusting and positive relationship with parents and teachers. This makes sharing strategies and support easier for all parties. Many parents, especially early on in a diagnosis, struggle to understand how to support their child and are appreciative of the strategies and support that you can provide. It is also important to remember that many parents themselves are neurodivergent, and likely may be unaware that they are. Therefore, short and clear communication is helpful. This is easier if you have regular communication including positive anecdotes.

Arrange inclusive meetings that bring together teachers, parents, and, when appropriate, the child with ADHD. These meetings provide an opportunity to collectively discuss progress, challenges, and potential solutions. Begin discussions by highlighting the child's strengths and achievements. Emphasize the positive aspects of their learning journey to build a sense of confidence and motivation. Tailor interventions to the unique needs of the child. Discuss and agree on specific strategies that align with their strengths and challenges. Ensure that parents understand the rationale behind each intervention.

Inviting parents for meetings is an helpful strategy but the teachers need to be aware that it is not possible for all parents to give the required time and sometimes even have the skills to improve their child's performance. Hence, the teacher should always keep in mind that she, as the educator, comprehends the difficulty of the child and is equiped to assist the child. The parent may or may not be able to engage as per the teachers expectations.

Collaboration and teamwork should be all teachers and parents do, for their child, your student. The only report card I ever kept was one where the SOSE teacher hand wrote, "He's been a fair little bugger this term". To which my parents called and met with the teacher, before grounding me. I still did what I was going to do because I wasn't met as an individual, but I respect the collaboration that was present for the goals and solutions where I was concerned,

This is vital as they know their child best. They may already know what works or does not work for their child. By working together, students, parents and educators can be a formidable team supporting one another in the education of the child. I have found that students have more success and confidence when these partnerships are working effectively. As a parent, I have noted that my ADHD child feels more comfortable, confident and able to achieve highly in the classes where there is regular open communication between myself and his teachers.

Foster a classroom culture where students recognize and celebrate each other's achievements. Peer support and encouragement can be powerful motivators. Share progress reports or charts that visually illustrate the child's journey. Include comments from both teachers and peers to showcase their development. Continue to use positive reinforcement techniques in the classroom. Encourage parents to apply similar strategies at home to maintain consistency.

Celebrating success and milestones for any student should be in the form of regular dialogue, communication. I still do not like that word 'engage'. It feels like pandering.

I have always felt that understanding learning issues so that us as the educators are far better to help that us labelling it, and I mean this labelling as a constant thing that the child and the family get into the "victim metality". I also totally agree with the earlier statement that we need to focus on the positive , acknowledging them more than reporting only the problem (tho it is also important) When parents see that I know and feel that the children and they feel far better supported. "Accept the truth but we will rise above it" ...that would be how I would approach it.

One practice that we tend to negate is sending positive feedback to parents when their child with ADHD has done something good in school. We're often prompt in our updates of misbehavior but downplay the impact that a positive message about something good that their child has done in school that day, could have on the said parents. This inadvertently translate to parents becoming wary and overwhelmed at the prospect of reading a message from their child's teachers. Just like how we try to provide ratio of more positive affirmations of the child's positive behaviour in class, to his negative ones. The same approach can be adopted in our engagement with parents. This way, our communication with parents could be perceived more positively.

Apart from that word 'engaging' I support this statement for how to provide emotional and practical support to parents. ADHD is a diagnosis, which gives me as an educator, a rough blueprint for an initial approach for how to best educate a child; but not a definitive answer, as all children are a journey or a work in progress. Honest striving should be key for supporting parents with their child in your care. For the child, if you do not have this collaborative relationship with their parent(s), then it's a dung beetle challenge that may not help anyone.

Creating fun activities @ the class revolving around things that the child excels in is very important to the whole process, children with ADHD are usually unbelievably good at something of their hobbies or interests, I used to teach a child @ grade 3 who had Impulsive / Hyperactive ADHD, he was incredibly active which actually brought joy to my heart but I had to figure a way to make him focus more on the lesson so I came out with the idea to have one lesson a week doing sports activity that I know the kid will win. And indeed he does and all his classmates applaud him and he feels on top of the world everytime. After that the kid focused more and improved because he knew he has a guaranteed activity and his classmates respected him more.

Awareness is a key component for understanding and cooperation; while taking into consideration that every child is a unique individual and not every scenario or expectation may be applicable to your child. Understanding that the communication within the community is not a validation for the severity or minority of the cases, instead it is a matter of empowerment and acknowledgment that ADHD in children is never a restraint to their education nor it is a set boundary to their capabilities or talent. Fostering a partnership or community is a great approach for highlighting what matters, providing information and enlightenment and simply sharing the challenges, may they be similar to yours or not.

Acceptance displayed by few is a chain reaction. When the classmates of the ADHD children show reverence and assist in all possible way to accomodate him, it creates a culture for everyone to follow suite. This not only creates a responsible tradition but also makes them aware that they owe to the society at large that they shoulder a duty towards all those who face any sort of physical , mental or emotional challenges.

Explaining to parents that thier Child just learns differently, and ADHD isn't a burden has helped encourage parents. So many of them are burdened with negative comments about thier child daily, and helping them realize that there are always alternates to keep attention in kids. I've used brain breaks with younger children as well as older. I have explored various modes of teaching (writing under tables, teaching outside etc...) to help kids with ADHD, and their parents understand that school does not have to be sitting at a desk. Learning is a process that can take place anywhere.