A chat that offers middle school teachers a chance to have a collaborative discussion about a different topic each week. Our topics change from week to week, ranging from Common Core State Standards to Character Education. During the chat, participants exchanges ideas and resources. The chat group ranges in size each week from 10 to 50+ participants. Discussion can be general talking about instructional style or process to specific. Recently members of the chat group help each other create lessons.
Good evening & welcome to an #ADHD edition of #MSchat! We are glad you’re with us today. Remember to use #MSchat & (when possible) #ADHD as well in your replies to the questions tonight (Q1/A1 format). We'll get going in just a moment with introductions. Stay tuned...
Let’s go ahead and start by introducing ourselves. #MSchat
Who do you teach/work with and what do you do?
Where do you do your work?
What makes #ADHD important for you or your work?
Good evening #masterychat#mschat and #teachmindful
Melissa, 7th Grade Science from Upstate NY excited to be with all of you. Going to try and keep up with 3 chats tonight. Better do my finger stretches so I don't cramp up.
Gary here. I'm an #ADHD educational consultant in private practice near Detroit, MI. I work with families & healthcare providers to support students with #ADHD in middle school through college. I also have #ADHD myself & hope to help students avoid the struggles I faced. #MSchat
Let’s go ahead and start by introducing ourselves. #MSchat
Who do you teach/work with and what do you do?
Where do you do your work?
What makes #ADHD important for you or your work?
Good evening #masterychat#mschat and #teachmindful
Melissa, 7th Grade Science from Upstate NY excited to be with all of you. Going to try and keep up with 3 chats tonight. Better do my finger stretches so I don't cramp up.
Todd here #mschat From Warren, MI I teach 7th grade science. #ADHD impacts my classroom. I have to make accommodations for my students all the time. I want to better understand how they tick!
I am a future educator from Stockton University. I would like to teach special education Math or science! I have a little cousin with #ADHD and I am so interested in this discussion tonight. #MSchat#GEN2108
Hello everyone Yvette Director/Founder @inspireNewRo from Westchester County, NY #ADHD is important because so many people don't understand it yet many people have it even if not diagnosed #mschat
Hello everyone , I am a student at Stockton University and as part of my assignment I am required to join a chat. I am excited to learn about everyone and what everyone does ! 🙂 #mschat#gen2108
Let’s go ahead and start by introducing ourselves. #MSchat
Who do you teach/work with and what do you do?
Where do you do your work?
What makes #ADHD important for you or your work?
Katie, IN, 6th grade. I’ve had a number of students w/ ADHD over the years, and issues related to ADHD effect quite a few “neuro-typical” adolescents too. #mschat
Q1: #ADHD impairs the management system in one’s mind, affecting 6 key executive functions of the brain:
- Activation
- Focus
- Effort
- Emotion
- Memory
- Action
Which of these executive functions do you think is most important in middle school (& why)? #MSchat
A1: Emotion, because it can shut down all other executive functions on the spot. With the age of students in middle school in mind, especially, regulating emotions (high and low) and handling frustration is essential to #ADHD success in middle school. #MSchat
A1: Um... ALL of them are so important and connected especially for developing middl school students! When one is off all functions can be altered! #mschat#ADHD
A1 : I believe the most important function is effort. In order for students to learn and do the assignment, the students must put effort into the work. #mschat#gen2108
Q1: #ADHD impairs the management system in one’s mind, affecting 6 key executive functions of the brain:
- Activation
- Focus
- Effort
- Emotion
- Memory
- Action
Which of these executive functions do you think is most important in middle school (& why)? #MSchat
A1 They are all so important, but in MS I feel like emotion and Action are the most important because so much of MS is about emotions/feeling of security. #mschat
A1: I think emotion is the most important to middle school students because they are trying to figure out who they are and what the want to do. Functioning as a middle school student is hard enough emotionally without impairment of a management system. #MSchat#GEN2108
A1: Good golly, we’ve got to pick ONE?! Maybe effort, because a person who can dig in can work hard to overcome just about anything; without effort, when the going gets tough (which it does), they can just...stop... #mschat
Q1: #ADHD impairs the management system in one’s mind, affecting 6 key executive functions of the brain:
- Activation
- Focus
- Effort
- Emotion
- Memory
- Action
Which of these executive functions do you think is most important in middle school (& why)? #MSchat
I did not think about shutting down other functions, but I agree! I also think emotion is affected the most! It is so frustrating to change form middle school to high school as well. #MSchat#GEN2108
A1: activation. I have found many adhd kids are creative and innovative risk takers. But getting their ideas and thoughts organized and communicated effectively is the challenge sometimes! #mschat
A1 Activation, because it is the cornerstone of opening and preparing your brain for learning. If you are not open to learn, there is no way for new information to be integrated. #mschat
YES! #mschat SO many students with #ADHD struggle to put their ideas forward in meaningful ways. Need that extra help ... but greatness is just below the surface!
A1: activation. I have found many adhd kids are creative and innovative risk takers. But getting their ideas and thoughts organized and communicated effectively is the challenge sometimes! #mschat
Ms students are already trying to figure out who they are in the world. If students don't feel safe in their school environment it throws everything else off. Ss need a positive social-emotional environment to be able to focus on academics. #mschat
Q2: #ADHD has a bad wrap when it comes to attention deficit, because it often shows itself as hyperfocus. Some call this being ‘engaged’ or ‘in the zone’ or ‘a state of flow.’
How do you help students get and stay engaged with their learning? #MSchat
A2: Giving a degree of voice and choice in what they work on or how they work on things in class (when possible) can help a lot to draw them in and keep them there. It's really about student agency w/#ADHD. #MSchat
A2 Chunk the learning into "bite sized pieces" Don't expect any Ss to sustain attention for more than 15 min. Change it up to activate a different part of their brain in learning. #mschat
Yes. Do you ever find pushback from students on their (lack of) ability to forecast and future plan like that? I know it was like that for me at high school relative to college prep often. #MSchat
A2: I help students with #ADHD stay engaged by Checking in with them asking them where they are in learning, keeps them moving forward. #mschat ALSO helps to have hands on activities that engage them
A2: You can get students to stay engaged by giving them extra attention and comfort they need. Sometimes students feel that they don't have that guidance they need which causes the to stray off, giving attention 24/7 that can help to make sure they are on task. #MSchat#GEN2108
A2: Structure is essential. Specific and clear instructions. Remain calm. We need to come alongside of these ones struggling to be successful in spite of ADHD. Good reminder for me as a dad...many days I forget. #mschat
Q2: #ADHD has a bad wrap when it comes to attention deficit, because it often shows itself as hyperfocus. Some call this being ‘engaged’ or ‘in the zone’ or ‘a state of flow.’
How do you help students get and stay engaged with their learning? #MSchat
A2 Building strong, deeply personal relationships with your Ss is 1 way to keep Ss engaged. Making learning relevant and based on Ss interest is another really important way to keep Ss engaged with their learning. #mschat
A2: Connect learning to personal interests, offer choices, provide opportunities for breaks, provide differentiation and creativity goals with students #MSchat#ADHD
Q2: #ADHD has a bad wrap when it comes to attention deficit, because it often shows itself as hyperfocus. Some call this being ‘engaged’ or ‘in the zone’ or ‘a state of flow.’
How do you help students get and stay engaged with their learning? #MSchat
A2: Choice. A project can be a digital graphic novel, a Minecraft world, a children’s book, or an essay. And novelty. If they’re not sure what I’m up to, I have them 😉 #mschat
A2 Chunk the learning into "bite sized pieces" Don't expect any Ss to sustain attention for more than 15 min. Change it up to activate a different part of their brain in learning. #mschat
A2: Choice is a huge factor with ADHD Ss. It is important to provide them an opportunity to work at their interest level in order to encourage deeper focus with that often seems impossible. #mschat
A2: A way to help engage students with their learning is by giving them more attention. They usually need more time to learn but with the appropriate help they can learn #mschat#gen2108
Q2: #ADHD has a bad wrap when it comes to attention deficit, because it often shows itself as hyperfocus. Some call this being ‘engaged’ or ‘in the zone’ or ‘a state of flow.’
How do you help students get and stay engaged with their learning? #MSchat
Yes! Been teaching students to chunk their time even on standardized tests that require sustained attention far longer. It’s a valuable, empowering strategy! #mschat
A2: Choice. A project can be a digital graphic novel, a Minecraft world, a children’s book, or an essay. And novelty. If they’re not sure what I’m up to, I have them 😉 #mschat
A2: I don’t get angry at their impulsivity. I appreciate their curiosity and creativity. I also them a time and a space to be themselves and often let them learn that way. Many are not sitters and be quieters. They need to move and talk. Don’t make them sit too long. #mschat
A2 My principal reminds us that we should have different stages in our lesson, with each stage lasting no longer than 10-15 mins. Also include different kind of activity w/ each stage! #mschat
Q3: Three defining, yet often overlooked, features of #ADHD are:
1. an interest-based nervous system
2. emotional hyperarousal
3. rejection sensitivity
How have you seen these symptoms play out in learning when you think of middle schoolers? #MSchat
Agreed. Now, I often hear pushback of this regarding differentiation. How do we help teachers to see that they don't have to come up with multiple lesson plans simultaneously to accomplish this? #MSchat
I'd be curious how others can provide support for kids with ADHD. Many parents like me end up focused on their own kids and see other kids' needs as a distraction instead of thinking of the whole classroom. #mschat
A3: Students who want to please parents, teachers, or peers get into patterns of negative self-talk and shutdown when they do poorly on assessments or in class...even when no one is actually disappointed in them. That's rejection sensitivity. #MSchat
Yikes. We all know that pain and feel you on state testing (read: standardized testing in general). We can imagine how the kids feel, then, eh? #MSchat
a3: perception vs. reality is a difficult filter for them. Having Ss focus on the size of a problem helps them quantify and become more rational #mschat
Exposure to how to truly differentiate vs. creating new lessons. I was "shown the light" when I was introduced to menu boards when it came to providing output to the concepts we were studying. ALL Ss deserve to have a say in how they learn. #mschat
A3: #ADHD students want to
1: verbally respond to instructions to share their interests
2: Have large emotional swings about learning
3. Quit when they see signs of rejections
#mschat
Michael is touching on an important key to unlocking the #ADHD puzzle. Structure and routine are not the road, they are the guard rails on the journey! #MSchat
a1: Working memory is key - MS is FULL of multi-step directions, often with hidden steps. if you overload Ss, all the steps fall off their table #mschat
If they have failed or don't do well they have HUGE self doubt, but when shown they can succeed! THEY will work so hard and gain growth mindset #mschat Need nurturing and care in their learning
A3: Sometimes so interested in the emotional payoff of attention from peers, they’ll do ANYTHING to get it, even if risky. Or when they should be learning. #mschat
Sure will, Ryan! Ain't it the truth with us all, though, too? Interesting difference can be found in 'bounce back' time from #ADHD v. neurotypical peers. #MSchat
A3: Our oldest (12) and youngest (6) both have ADHD. Any time criticism or correction is delivered it is done so delicately. If we do not do so carefully, there can be an emotional explosion. #mschat
Q3: Three defining, yet often overlooked, features of #ADHD are:
1. an interest-based nervous system
2. emotional hyperarousal
3. rejection sensitivity
How have you seen these symptoms play out in learning when you think of middle schoolers? #MSchat
A3: I see middl schoolers with #ADHD get overlooked because these symptoms are often what all middle school students how in the classrom with or without ADHD. This is because emotions, again, are changing and students need more one on one. #MSchat#GEN2108
Jeremy, you're raising an important point. This is certainly one we have to consider. There shouldn't be mutual exclusivity between all kids, every kid, and each kid. #MSchat
A3: In the middle, Ss with ADHD have more opportunity to be successful IMHO. They aren't in the same setting for an extreme amount of time and often lessons are paced where they can be engaged on content, rather than outside factors (or at least it should be that way). #mschat
I agree , when I was younger I would feel like I wasn’t good enough when I did great all year , but I felt low because of that one low grade #mschat#gen2108
A3: Sometimes so interested in the emotional payoff of attention from peers, they’ll do ANYTHING to get it, even if risky. Or when they should be learning. #mschat
YES, MS students these days are EMOTIONAL demons that seem bi-polar, we read an article today in school that says it has to do with LACK of boredom in today's youth due to constant connections. #mschat#ADHD
Q4: #ADHD makes it difficult to manage frustration and modulate emotion, especially when it comes to learning or success in school.
What tactics would you use to help students improve with this lagging skill? #MSchat
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A4: A time out (not punishment kind) is especially helpful. Give students an out to a different location to calm down, breathe & distance themselves from a situation. Teach them to go to the drinking fountain as needed, that's an easy tactic here. #MSchathttps://t.co/jP1RgZTvBJ
A4: Schools need to teach students the skills and give them time to deal with emotional deficits. Ts can't expect all students to handle situations same way and need HIGH tolerances to emotional responses #mschat#ADHD
a4: We use a system called 'ripcord.' when Ss feel overwhelmed emotionally, they can choose to go to a safe place in the school & complete a ripcord sheet - helps calm their mind #mschat
This is true. The same applies to adult attention. And, in some cases (read: many) it doesn't matter if it is positive or negative attention. Each produces an equivalent dopamine surge in the brain, making it just as attractive. #MSchat
A4: We’ve been teaching students to recognize emotion and to breathe deeply to regain control. Mindfulness isn’t some hippy-dippy nonsense. It’s real neuroscience! And absolutely essential and empowering. #mschat
A4 It depends on the student. Sometimes they need to take a walk, feel useful, listen to music, go outside. Each student with #ADHD is different and needs different things #mschat
A3 I don't think we need an official diagnosis to throw them a lifeline. All kiddos want to do well, some just mask their disappointment better. They need support and guidance. I tell Ps that all MS kiddos need a safety net and tools for when they fall #mschat
A4: Provide time for students to talk about the frustration, listen more as the teacher. Help the student to come up with choices of next steps to proceed. Be patient! #mschat
Q4: #ADHD makes it difficult to manage frustration and modulate emotion, especially when it comes to learning or success in school.
What tactics would you use to help students improve with this lagging skill? #MSchat
Q3: 1 they need time to explore their interests. Don’t put fun things in front of them and expect them to listen. But do allow them to play
2. Allow them to be silly and breathe.
2. expect them to be emotional. Give them time and space to get it out. #mschat
I started the year by designating a “safe place” in the room (from Conscious Discipline) and included posters and tools to help kids calm down in different ways. #mschat
A4: Fustration is hard to overcome. I would be comforting to students because I feel that sometimes you just need somebody to be on your side. A lot of times in school you feel that everyone is against you.#MSchat#GEN2108
A4: I work with my ADHD Ss to write a "contract" that dictates what is expected of them and what is expected of me. Usually includes the criteria for "earning" a break (which would be provided when necessary anyway). This gives them a sense of ownership in their learning. #mschat
a4: we also work on 'expected' and 'unexpected' reactions, and use that vocabulary: "That was an unexpected reaction... how can I help you calm down?" #mschat
Yeah. It's tough. Lots of reteaching other people and how to address our oldest when she misses it. She's a violinist with Suzuki. Very stressful. Her teacher has learned how to correct without destroying her confidence completely. Can spiral quickly. #mschat
A3 I don't think we need an official diagnosis to throw them a lifeline. All kiddos want to do well, some just mask their disappointment better. They need support and guidance. I tell Ps that all MS kiddos need a safety net and tools for when they fall #mschat
A4 That's tough bc it's so impt for Ss to experience some failure. As Ts we hope they learn & grown from those experiences! Specific feedback so Ss can bounce back and improve may help. #mschat
A32: be careful with criticism. Help them come up with solutions on their own. Don’t set them up for failure. Recognize the diff that comes with ADHD. Ask them what they need to be successful. #mschat
That is fortunate! #MSchat If there are any resources that capture what they do there, please consider sharing them along during the chat tonight for others to check out. #MSchat
Sometimes (well, often), it means getting in whatever mess he’s found himself in with him and helping him clean it up, and talking him through the correction only after he sees he’s safely through it. #mschat
a4: we also work on 'expected' and 'unexpected' reactions, and use that vocabulary: "That was an unexpected reaction... how can I help you calm down?" #mschat
A4: Provide time for students to talk about the frustration, listen more as the teacher. Help the student to come up with choices of next steps to proceed. Be patient! #mschat
Q4: #ADHD makes it difficult to manage frustration and modulate emotion, especially when it comes to learning or success in school.
What tactics would you use to help students improve with this lagging skill? #MSchat
Q4: #ADHD makes it difficult to manage frustration and modulate emotion, especially when it comes to learning or success in school.
What tactics would you use to help students improve with this lagging skill? #MSchat
Q5: Often #ADHD is oversimplified and confused with a (universal) experience of distracted multi-tasking, which affects all of us, but it's action-regulation that's at fault here.
How might we help middle schoolers to monitor and self-regulate their actions? #mschat
This often happens. It can help to know why it happens...and that it happens. I found that awareness of this allowed me to catch the triggers of my RDS when it happens and lessen its impact on me. #MSchat
A5: We have had students self reflect on their behavior at the end of each hour and discuss/compare with teacher. It helps students understand WHAT they are doing #mschat#ADHD
A5 We have to develop deeply meaningful relationships with SS. Then we can work together and set goals, reflect, monitor and adjusts goals to positive ways to self-regulate #mschat
a5: advisory periods where students can meet with an adult mentor and reflect in a judgement-free zone. let them learn strategies and implement them #mschat
Q3: 1 they need time to explore their interests. Don’t put fun things in front of them and expect them to listen. But do allow them to play
2. Allow them to be silly and breathe.
2. expect them to be emotional. Give them time and space to get it out. #mschat
A5: Minimize the amount of distractions in the environment. To-do lists that have tasks that can be completed in short burst rather than long, extended projects that are all or nothing. #mschat
Q5: Often #ADHD is oversimplified and confused with a (universal) experience of distracted multi-tasking, which affects all of us, but it's action-regulation that's at fault here.
How might we help middle schoolers to monitor and self-regulate their actions? #mschat
A5: Simple self-checks can be really eye-opening. Doesn’t have to be fancy. As simple as having them check yes or no to “was I on-task the last minute?” They often have no idea just how much or how little time they spend on it off task till it’s more concrete. #mschat
A5: Helping Ss understand their Big Rocks vs. their Small Rocks helps them prioritize where to focus their energies. This is a time consuming task w/ all MSers, but when they figure it out, it can work greatly to your benefit. #mschat
a4: we also work on 'expected' and 'unexpected' reactions, and use that vocabulary: "That was an unexpected reaction... how can I help you calm down?" #mschat
A5: Student and teacher self monitoring tool checklists of behavior. Quick, specific goal based. Students and teacher complete and compare observations. #mschat#ADHD
Q5: Often #ADHD is oversimplified and confused with a (universal) experience of distracted multi-tasking, which affects all of us, but it's action-regulation that's at fault here.
How might we help middle schoolers to monitor and self-regulate their actions? #mschat
A4: it all comes down to relationships. You build a relationship with any Ss, adhd or not, they will feed off of your energy. You can give them positive energy by pointing out their creative strengths and showing them what they bring to class.They don’t hear it enough! #mschat
Fair point. I don't know that avoiding failure is necessary, either. But what is needed is that we separate performance from one's identity in their mind and the minds of others. #MSchat
A5: The answer to this question lies within the photo attached. While technology is great, it is also the biggest distraction in school for off task issues. #MSchat#Gen2108
Better idea is redefining failure, students need to understand the steps in learning and NOT being successful, doesn't mean they are NEVER going to be successful #mschat#ADHD
Q6: Short-term memory, in terms of both storage & retrieval, is often impacted in #ADHD, which then influences learning.
What do you do to help students utilize their working memory and access recall better in order to get learning to “stick” for them? #MSchat
A6: Helping students create associations that are unusual between ideas (e.g., terms and definitions) can help generate the interest and get attention to help new information go into the memory. #MSchat
A6: To better stick #ADHD#MSCHAT ideas have to be repeated, over and over again! Make it like riding a bike, second nature! Of course some bikes have 3 wheels, training wheels or the parents hand on the back!
A6 I have started taking more time to have Ss do Retrieval Practice. I do Sketchnotes combined with a Brain Dump. I always start a class by activating their knowledge. As @burgessdave says "gotta preheat the grill" #mschat
Q6: Short-term memory, in terms of both storage & retrieval, is often impacted in #ADHD, which then influences learning.
What do you do to help students utilize their working memory and access recall better in order to get learning to “stick” for them? #MSchat
A6: I think giving these students tools for organization : sticky notes or agenda, would help the students see what they are forgetting. The problem is they have too many things to focus on. #MSchat#GEn2108
A6: silly phrases and word pictures. To combine 2 complete sentences, we use toy train cars. The comma is the connector of the 1st car, conjunction the connector of the 2nd. Say “comma conjunction comma conjunction” like chugga chugga of trains. Repeat often! #mschat
Q6: Short-term memory, in terms of both storage & retrieval, is often impacted in #ADHD, which then influences learning.
What do you do to help students utilize their working memory and access recall better in order to get learning to “stick” for them? #MSchat
A6: Whenever possible, we use song and "dance" to help provide a task with a concept. We then use the song or dance during our discussions in order to help solidify the learning. #mschat
a6: anchor charts, tool cards, references, written directions annotated and read orally.
We tell them "asking for help is a strategy, staring at your paper is not a strategy." #mschat
A6: Also TLAC Name the Steps. Break everything into replicable, clearly-defined steps and refer to them often. Makes even complex tasks independently doable. #mschat
A5: Don’t expect too much of them. Again, give them time to get out what they need to first, and then challenge them and scaffold important skills like sitting still, organizing tasks, etc. put in a strategic spot where ss aren’t going to make fun of them or be annoyed. #MSchat
A6- do many people seem to be using a mixture of visuals, actions, songs, etc. That’s duo-coding theory and “data” actually says it works! More info- https://t.co/LPUkANr04M#mschat
When we did the major climate zones of Earth, Ss created a short "dance" and chant to help learn it. These are my 7th graders coming back to my 6th graders to teach the song. #mschat
Q7: [FINAL QUESTION] Technology can often become a toy for students with #ADHD, but it can also be a tool.
What is your favorite technology tool, app, or tip for minimizing distractions and staying focused? #MSchat
A6: To better stick #ADHD#MSCHAT ideas have to be repeated, over and over again! Make it like riding a bike, second nature! Of course some bikes have 3 wheels, training wheels or the parents hand on the back!
a7: the question says it all. we use the phrase "this is a tool, not a toy. - the target is to use your tech to.... if you are doing something that doesn't help this target, you are off task #mschat
There's some research about this. I've heard that it has to be familiar music; otherwise, the novelty of new music will compete for your attention with the task at hand. #MSchat
Q7: [FINAL QUESTION] Technology can often become a toy for students with #ADHD, but it can also be a tool.
What is your favorite technology tool, app, or tip for minimizing distractions and staying focused? #MSchat
A6: After reading Make it Stick, I also believe in the power of “quizzing.” When we know we’ll have to use the knowledge—when there are some stakes—that bit of pressure helps us remember long term. But quizzing can mean @GetKahoot, @quizizz, even my fave @quizlet live. #mschat
This chat is hot! Like lava hot. Fire hot!
Melissa's "brain dump" strategy might be the most actionable thing anyone with #ADHD could take away from #MSchat tonight, IMHO. It reminds me of the work of @gtdguy.
A6 I have started taking more time to have Ss do Retrieval Practice. I do Sketchnotes combined with a Brain Dump. I always start a class by activating their knowledge. As @burgessdave says "gotta preheat the grill" #mschat
Q6: Short-term memory, in terms of both storage & retrieval, is often impacted in #ADHD, which then influences learning.
What do you do to help students utilize their working memory and access recall better in order to get learning to “stick” for them? #MSchat
A6: I love #Myhomework app , it helps me organize my homework and all assignment due for the semester. It also makes me feel one step closer to the end of the semester #mschat#gen2108
Q7: [FINAL QUESTION] Technology can often become a toy for students with #ADHD, but it can also be a tool.
What is your favorite technology tool, app, or tip for minimizing distractions and staying focused? #MSchat
A7: I loved having @LanSchool at my previous district. Being able to see my ss screens, limit access to other sites if necessary, message them if off task, etc was really useful. I miss it! #mschat
One last thing I want to share...I've learned a lot about #ADHD and how to manage it for myself and my students from @manageyourmind1 & her book Demons of Distraction: https://t.co/WJ3OHuxTHe Highly recommend it! #MSchat
You got it, Michelle! It also helps minimize weird stuff when showing a video to a classroom of middle schoolers. What could be more distracting than something is what that something could be! #mschat
That’s a wrap, folks!
Thanks for joining us tonight for this #ADHD edition of #MSchat chat!!
Check out @ADDitudeMag & @CHADD_ADHD for some of the best resources out there to learn more about #ADHD!
IF you want a transcript of tonight's chat you can check out @participatechat which will generate one for you so you won't forget all the awesome ideas tonight #mschat#ADHD
So much awesomeness on #MSchat tonight!
It’s really encouraging to see how much knowledge and interest there is in better understanding and supporting students with #ADHD in Middle School and beyond! Special thanks & courtesy to @ADDitudeMag for image & question inspiration!
