ADHD

ADHD is a neurodevelopmental condition which leads to difficulties with executive function, a set of cognitive processes that involves thinking, planning, self-monitoring, organisation, time-management, remembering instructions, and self-control. ADHD can present as a predominantly inattentive type, predominantly hyperactive-impulsive type, or combined. Students may struggle with attention, have difficulties switching focus, feel restless, and may be prone to burnout. ADHD can also affect sleep, mental health, and relationships for some individuals.

How our students see their ADHD

"I am constantly on the go."

"It's not just hyperactivity!"

"It's something I live with and means I like working in lots different ways."

Strengths on school experience

Students feel that their strengths in school can include:

being motivated and enthusiastic
wanting to be involved in whole school experience, often being in from first thing in the morning to last thing in the afternoon
building relationships and connecting with children well and being very relatable to the pupils
being able to adjust to active nature of placement
using personal experience and strategies with children in their class.

Potential challenges on school experience

Students shared that barriers on school experience might include:

building professional relationships with staff in school
maintaining professional boundaries with children as they relate well to trainees
taking on too much too soon and subseuqently struggling to meet the demands of what they have committed to
organisation, completion of tasks, and evidencing engagement
procrastination and burnout.

Disclosing your needs on school experience

One of the most useful ways to ensure you are supported while on your placement is to disclose your diagnosis to your mentor, if you feel comfortable to do so. It is important that your mentor understands what your strengths and your unique challenges may be. Delay in disclosure or not disclosing could mean that you do not have access to the support you deserve. To help you with the conversation, follow what, when, and how guide.

What: state what is relevant, you do not need to disclose everything. Suggest the challenges you may need support with and how you mentor can support you with this.
When: as early as possible at a convenient time, or when specific support is needed.
How: in conversation with your mentor. Position your disability positively and come preprepared for the conversation.

Strategies for students on schools experience

St Mary's University encourages students to advocate for themselves and take ownership over their school experience. Students may wish to consider:

being proactive in developing their own strategies
planning an early visit to their placement school to plan their route
checking in regularly with their link tutor to maintain momentum (at a frequency that suits them)
maintaining engagement study skills and mentoring sessions with the Wellbeing Service
prioritising tasks in the training plan and presenting these in an accessible way
being active when observing their mentor, e.g. support small groups etc.
dedicating half an hour at the beginning or end of the day to complete paperwork, setting a list and time themselves
being clear about their goals for PPA time, writing a list of what they want to achieve and adding this to their weekly timetable
prioritising fuelling themselves through rest, nutrition, and regular breaks and planning these into their day.

Strategies for mentors supporting students

Mentors play a significant role in supporting our trainees in school. Trainees may be best supported by mentors if they:

speak to the trainee about what would be helpful for them while on placement
set clear expectations on a day-to-day basis, and do not provide too many tasks at once
offer more regular check-ins, if this would help the trainee
feel confident in offering reminders to support the trainee
discuss planning regularly while trainees are in the process of completing lesson plans
support trainees in understanding the week ahead in good time
help trainees find a quiet space to work when completing tasks outside the classroom
support access to assistive technology and accessible documentation.

Support if issues arise on school experience

Students should:

speak to their personal tutor and programme staff for support
seek support from the Wellbeing Service
refer to wellbeing on placement handbook.