From the Brink

Children will live up or down to our expectations. It’s all in the label. Educators should understand this prior to setting foot in a classroom. Unfortunately, our education system hasn’t kept up with current trends. Over the last 20 years, while the number of children diagnosed with ADHD has increased, the number of teachers with compassion and understanding has remained relatively low in comparison. An ADHD diagnosis can feel like a death sentence to a confused young boy. I felt helpless, my son’s young, fragile ego was crushed from the devastating blow. Why is ADHD a disorder? As an adult with ADHD, I see it as thinking outside the box. I stumbled across a list of traits. One by one we went through that list; “very observant, extremely curious, excellent reasoning skills, vivid imagination, ENERGETIC, asks “what if”? Down the list we continued; to his surprise we had described HIM. The moment of truth arrived; the list was titled traits of a “gifted” child. Two things to know about me; I am most resourceful, and a lioness has nothing on me when it comes to protecting my young. No label would destroy my child. A rambunctious young boy, with bright eyes and a warm smile, left teachers in either utter adoration or with complete distaste. During parent teacher conferences, teachers expressed their concerns and plans to assist with his low reading levels while he sat quietly reading the local newspaper. Imagine their shock when he was asked to read or summarize his reading. Surprisingly they would continue explaining their position despite the glaring example disproving their theory, dismissing me as a mere parent, lacking their education and experience. Countless battles have been waged with insensitive teachers. Junior High School delivered us a teacher that actually built a bond with and in the process uncovered his student’s motivations. Hidden inside this rambunctious boy was a huge heart with a knack for math. Cooperation and focus gave him the privilege of tutoring others; a win/win. This continued smoothly for three years, we finally saw light that looked like the end of a long, dark tunnel. All good things come to an end. Entrance to high school sent him back into Special Day Classes. Boredom mixed with micromanagement will increase the probability of misbehavior in children with ADHD. We found ourselves back at square one. Three years of the progress destroyed in less than one semester because of a checkbox. Apparently boxes are extremely important to teachers; one was inadvertently left unchecked on his final IEP from middle school. When questioned, no one felt comfortable vouching for him; the risk was too great; so much can change over one summer vacation. We’d make the best of a bad situation. I convinced him that if he proved himself, yet again to this new team, things would improve; we’d have him back where he belonged before he knew it. As parents, it is ingrained that we are a “team”, especially when it involves children with special needs. Team work is essential; it’s emphasized on brochures, posters, even written into behavior plans. Good and bad exists everywhere, teachers are no exception, some exaggerate, even instigate problems to make their point. In the process, a child was losing his way, becoming hopeless, with his world caving in around him, to the point of giving up. Hopelessness leads people to dark places in search of escape. Good intentions, spiraled out of control, a united front was destroying a teenage boy. THIRTEEN meetings with varying degrees of dramatics, the support of a member of the Board of Education, and a scathing blog was all it took to find the correct placement for a child they had all but given up on. Of course all other excuses also had to be exhausted, an acrimonious divorce, grief over the loss of his father, and the ever popular “mom’s fault”. After six months with a lost boy running away at every opportunity, family and friends desperately trying to reel him in, it seemed he would become a sad statistic. The one positive thing about hitting bottom is that there is nowhere to go but up. Our bottom finally arrived in the form of a near brawl, neighbors’ contacting the police due to safety concerns for all involved. A mandatory stay at a recovery home for troubled teens and countless hours of therapy brought my son home safe and sound. That was the past. Today, with a mix of tough love, support, compassion and most importantly forgiveness; a lost child is now thriving. He has an army of supporters, including former teachers and principals defending his rights and dignity. Everyone is held accountable for their actions, recognize the roles they play, and now know to play fair or risk another brutal attack. No child should be shocked to find out that they are smart. He was shocked to see solid B’s across the board. How could he never realize that? He has the mental capacity of a Master degree student. How does that slip through the cracks? I am hopeful that we can begin to see the many similarities between the “gifted” and “ADHD” child. It’s all in the label. Zero tolerance policies and labels placed on those that don’t fit conveniently into neat little boxes, are creating a lost generation. There has been an explosion of ADHD diagnoses of children over the last 20 years, plenty of time to understand and build programs to accommodate students’ needs. Maybe they should read their tagline “Prepare and Inspire for Success”. Labeling children or making them feel defeated falls under neither category.