This terrible waste of talent must stop. But how can we teach these children without sapping their souls? After all, they do need to follow some rules and routines. I don’t have all the answers, but after forty years working— and living with— creative thinkers, I offer five suggestions:
Parents and educators dealing with children (or adults) with ADHD are likely to have heard increasing references to the terms “executive functioning” (EF) and “self-regulation” over the past few years.
Executive functions are skills necessary for children and adolescents to become successful adults (e.g., maintaining focus and sustaining attention, even when material is boring, creatively connecting ideas and facts while working through a problem, and “thinking outside the box”). Research shows that children with better executive functioning (e.g., children who are more persistent, less impulsive, and have better attention regulation) have better health, higher incomes, better jobs and have a
Many children struggle with a variety of attention and learning challenges, which often go undetected. Subsequently, adults often blame children for being lazy or unmotivated, and use punitive approaches, rather than problem-solving approaches, which rarely help.
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