Byline: Jessica Revitt-Mills is a former teacher and draws from her lived experience of late diagnosis as a learning specialist in neurodiversity.
The transition from primary to high school can be a big adjustment for students, but for neurodivergent students the challenges can be even greater.
ADHD students may find the change in daily routine daunting. In primary school, students often have one classroom, one main teacher and relationships with the same peers, while in high school they have different classrooms, multiple teacher and peer relationships and navigate larger school grounds.
Such changes require increased executive functioning, which can be challenging for ADHD students to manage.
In your discussions with students and to ensure a positive transition, consider these tips:
End of Year 6:
Consider language: Speak about change positively. Remind students they will be supported. Avoid negative reinforcement such as ‘Don’t be slow, or you will get in trouble’.
Use visuals: Visual supports can aid students’ executive functioning. These might include photos of spaces to remember, books and materials or diagrams of online systems.
Demystify experiences: When discussing changes, relate them to similar experiences. For example, electives in high school are like specialist primary school classes; the main difference is you take yourself to class instead of the teacher.
Create learning profiles: Discuss learning influences, such as seating, noise, lighting and other impacts. Have students think about their optimal learning environment and create a learning sensory profile to share.
Open communication: Allow students to ask questions privately. Some may worry about what their peers think and will benefit from other ways to discuss concerns.
Involve stakeholders: Gather people who can help students navigate the new environment. This might mean organising a few afternoons for parents to help students familiarise themselves with different school areas.
Beginning of Year 7:
‘Safe spaces’: Set up a space where students can talk to someone and take time to regulate.
Visual supports: When discussing new experiences, use photos or images to illustrate ideas or locations.
Environmental Supports: Adjusting to meet students’ environmental needs can aid learning. Common modifications include:
- Sound: Ear plugs, such as Loop, reduce background noise and increase the ability to focus.
- Light: Limit fluorescent lights or allow students to pick a space where they are not distracted by bright or direct lights.
- Space: Consider lockers and seating. Some students prefer increased personal space and benefit from end-of-row lockers or choosing where they sit.
- Accessing breaks: When considering break spaces, consider how they are requested and if they are private. Breaks must be comfortable to be effective.
- Timing and toilet breaks: Be mindful of ADHD students when they are late or ask for a toilet break. They may need support with spatial awareness or time management. They may suppress interoceptive cues, such as needing the toilet. Their body may only tell them at the last minute or at an inconvenient time!
Varied learning styles: Auditory processing can be harder for ADHD students, and it feels like information ‘doesn’t stick’. Try using different written, visual and verbal methods to increase understanding.
Direct and clear instructions: When communicating important information, ensure you have the student’s attention first. Then, be clear and concise.
Social support: Besides environment and learning changes, high school may bring new social challenges. Neurodivergent students often need assistance understanding social expectations and maintaining relationships. It’s important to recognise if a student is ‘masking’ through these issues.