ADHD Symptom Recognition in Maryland Schools: How Local Educators Spot and Support Students
Teachers and school staff often serve as the first line in recognizing potential ADHD symptoms in students. Their daily interactions and observations in structured educational settings provide valuable insights into identifying children who may need additional support. Understanding how Maryland schools approach ADHD symptom recognition and support is crucial for parents and educators alike.
Recognizing ADHD Symptoms in the Classroom
“As teachers, we typically watch out for ADHD symptoms like impulsive behaviors, being off task, out of seat, and calling out. Typically we would start monitoring students behavior through behavior charts and communication home. We also provide incentives and different strategies to support the student and decrease unwanted behaviors,” says Alyse Adams, M.Ed., MSED, Special Education Department Chair with Anne Arundel County Public Schools (AACPS).
Teachers observe these patterns across different subjects and situations, looking for consistent behavioral trends rather than occasional instances. Disorganization is another tell-tale sign. Students might regularly forget homework, misplace books, or struggle to keep their desk area tidy.
“We can’t diagnose ADHD as a school team. However, [if the student’s parents decline to get their child evaluated for ADHD] an IEP team can say the student meets criteria for an education disability of other health impairment (OHI) which requires specialized instruction,” Adams explains.
Available School Support Systems
Maryland schools offer various levels of support for students with diagnosed ADHD. These supports typically begin with a 504 Plan or an Individualized Education Program (IEP), depending on the student’s specific needs.
A 504 Plan provides accommodations that level the playing field without fundamentally altering the curriculum. Common accommodations include extended time for tests and assignments, allowing students to process information at their own pace. Breaking larger assignments into smaller, manageable chunks helps prevent overwhelm and improves the student’s ability to complete the assignments.
For students requiring more comprehensive support, schools might develop an IEP. This legally binding document outlines the student’s specific educational goals and provides specialized instruction along with accommodations. Schools might offer services such as executive functioning coaching, where specialists work with students to develop organizational skills, time management strategies, and study techniques.
Many Maryland schools also implement classroom-wide strategies that benefit all students while particularly supporting those with ADHD. These include visual schedules, movement breaks, and structured routines that help students stay organized and focused throughout the day.
Challenges in the School Environment
Students with ADHD face multiple challenges in the educational setting. “For the students who may have ADHD, I think they often struggle with making and keeping friends, typically due to their impulsivity. They may struggle with keeping up on assignments, staying organized, and participating in the class discussion,” Adams notes.
The impact extends beyond the individual student. “I think another school related issue we see is the impact of these sorts of behaviors on the other students. It’s hard for one teacher to monitor a student so closely while running a class. If a student is showing the hyperactive/impulsive side of ADHD then it can be very disruptive to the class, impacting the others’ ability to access the curriculum,” Adams shares.
Academic performance often fluctuates, creating frustration for capable students who struggle with consistency. A student might excel in subjects that capture their interest while struggling to maintain adequate performance in others, regardless of their intellectual ability.
Homework completion presents another significant challenge. After focusing all day at school, many students with ADHD find it difficult to maintain attention for additional academic work at home. This can create tension between families and schools and impact academic progress.
ADHD Symptom Recognition in Maryland Schools: Looking Forward
As our understanding of ADHD continues to evolve, Maryland schools are increasingly adopting innovative approaches to support affected students. Technology integration, flexible seating options, and alternative assessment methods are becoming more common, helping to create more inclusive learning environments.
Successful support for students with ADHD requires ongoing collaboration between educators, families, and healthcare providers. Regular communication about strategies that work at home and school helps create consistency and maximizes the effectiveness of interventions.
By recognizing ADHD symptoms early and implementing appropriate supports, Maryland schools are working to ensure that all students have the opportunity to succeed academically and develop the skills they need for future success.
Taking the Next Step
If you’re concerned your child may have ADHD, taking action early can make a significant difference in their academic journey. While schools can provide valuable observations and support, a formal ADHD evaluation should be conducted by a qualified healthcare provider. Consider reaching out to your child’s therapist, psychiatrist, or psychiatric nurse practitioner to discuss your concerns.
Gladstone Psychiatry and Wellness has many talented providers who specialize in ADHD diagnosis and treatment, offering comprehensive evaluations and personalized treatment plans. Early intervention can help your child access the support they need to thrive both in and out of the classroom. Contact us today to schedule an appointment.