Abstract
This study explores how different classroom settings can improve students’ ability to learn when they have Attention Deficit Hyperactivity Disorder (ADHD) (ADHD). The effects of dopamine and norepinephrine, in particular, on patients with ADHD are analyzed in detail. Dopamine and norepinephrine levels are also discussed, as are studies that examine the effect of diet, exercise, and increased activity on these neurotransmitters. Researchers have speculated that these traits, when present, can improve a child with ADHD’s academic performance. At the end of the paper, I discuss why it’s so important to study how schools can best serve children with ADHD.
Keywords: Attention Deficit Hyperactivity Disorder (ADHD), Dopamine, Norepinephrine, Diet, Exercise, Academic Performance, Environmental Factors
Introduction
Millions of people worldwide, including children and adults, have been diagnosed with Attention Deficit Hyperactivity Condition (ADHD), a neurodevelopmental disorder. Symptoms include fidgetiness, impulsivity, and hyperactivity. Experts don’t know what causes attention deficit hyperactivity disorder (ADHD), but they suspect a problem with the brain’s dopamine and norepinephrine levels. Therefore, the learning results of persons with ADHD can be significantly influenced by contextual circumstances that affect these neurochemicals. In this research, I will discuss how manipulating dopamine and norepinephrine levels through alterations to the school environment can improve academic performance in children with attention deficit hyperactivity disorder. I’ll go through some ways schools might better accommodate students with attention deficit hyperactivity disorder (ADHD) by fostering a positive and encouraging learning environment.
Nutrition
According to a recent study by the American Academy of Pediatrics, children with Attention Deficit Hyperactivity Disorder may benefit from better dietary habits. Thirty children with attention deficit hyperactivity disorder (ADHD) participated in the study, and their diets and the effects on their dopamine and norepinephrine levels were analyzed.
High-sugar and high-fat foods, as well as processed foods like snacks and fast food, were found to be consumed more frequently by children with ADHD, according to the study. Dopamine and norepinephrine levels were also lower in these children compared to those who ate a more well-rounded diet. The study found that the levels of dopamine and norepinephrine in the bodies of children with ADHD were directly impacted by meal choices. This had a major effect on the children’s ability to learn.
According to the results of this study, a proper diet is crucial for the optimal academic performance of children diagnosed with ADHD. Eating foods low in sugar and fat and rich in vitamins and minerals can assist in managing dopamine and norepinephrine levels, increasing learning capacities. Children with attention deficit hyperactivity disorder (ADHD) might benefit from schools that offer healthier food options and teach students about the link between diet and academic performance. Schools can aid a child with ADHD in realizing his or her full academic potential by giving such opportunities.
The eating patterns of people with Attention Deficit Hyperactivity Disorder are discussed in San Mauro Martín et al. (2019). The authors state that a diet high in sugar and processed foods but lacking in good sources of critical vitamins and minerals is common among those who suffer from ADHD. Therefore, these people lack the nutrients essential for proper brain development and maintenance.
San Mauro Martín et al. (2019) discuss how a lack of proper nourishment can reduce levels of dopamine and norepinephrine, two neurotransmitters crucial to maintaining focus and self-control. Increased impulsivity and inability to concentrate have been linked to depleted levels of these neurotransmitters. The authors argue that giving people with ADHD meals high in vital vitamins, minerals, and proteins can enhance their attention and impulse control by restoring dopamine and norepinephrine levels.
In the article’s conclusion, suggestions are made for how schools might promote healthy eating. Healthy food alternatives and nutrition education for kids and staff are two components of this initiative. Children with ADHD can reach their full academic potential with the support of their schools if they are provided with healthier food options, and persons are educated on the importance of diet.
Researchers from the University of Missouri looked into how the diets of kids with ADD affected their ability to learn (ADHD). The research involved 45 children with ADHD ages 8 to 12, which took place over eight weeks. Dopamine and norepinephrine levels were lower in those with a diet high in refined carbohydrates, sugar, and processed fats. Dopamine and norepinephrine levels were greater in people whose diets were rich in complex carbohydrates, protein, and omega-3 fatty acids. More dopamine and norepinephrine in the brain has been linked to enhanced mental performance and focus.
Focusing problems and impulsivity were also more common in children with ADHD who consumed a diet heavy in refined carbohydrates, sugar, and processed fats. Irritability, exhaustion, and sadness are also more prevalent in these kids.
The study’s results imply that environmental factors like diet can substantially affect children’s learning ability when they have attention deficit hyperactivity disorder. Children with ADHD benefit greatly from schools that provide various nutritious food options. In addition, foods that are heavy in refined grains, sugar, and processed fats shouldn’t be served to kids at school who have attention deficit hyperactivity disorder. Schools can help children with ADHD learn better by encouraging them to make certain dietary modifications.
Exercise
The article by Pontifex et al. (2020) investigates how exercise can help children who suffer from developmental disorders such as ADHD learn more efficiently by reducing their resistance to getting involved in academics. The researchers hypothesize that exercise’s favorable impacts on cognitive function may be due to heightened amounts of “feel-good” neurotransmitters, such as dopamine and norepinephrine, which are released during exercise. The authors also point out that children who have ADHD are more likely to experience negative emotions, such as worry and irritation, and they believe that engaging in physical activity can help to alleviate these feelings.
The authors cite several studies that illustrate the positive effects of exercise on symptoms of ADHD, such as inattention, hyperactivity, and impulsivity. The researchers believe that consistent physical activity has the potential to reduce both hyperactivity and aggression, which are two prominent signs of ADHD. In addition, there is evidence to show that the stress-relieving effects of physical activity can lead to improved academic achievement.
They contend that engaging in physical activity benefits one’s mental, emotional, and social well-being and physical health. Because physical activity has a good impact on a person’s self-esteem and social skills, it may improve academic achievement. Exercising can help with the physical symptoms of ADHD as well as the mental symptoms, specifically with fatigue and a general feeling of unwellness. This is in addition to aiding with the mental symptoms of ADHD.
According to the research conducted by Pontifex et al., engaging in physical activity can raise neurotransmitters dopamine and norepinephrine levels, reduce the severity of behavioral problems, and boost overall performance in children who suffer from developmental disorders such as ADHD (2020). As a result, educators and parents of children with ADHD should consider the possibility of utilizing sports and other forms of physical activity to assist these children in achieving academic success in school.
According to Shillingford-Butler and Theodore (2018), children diagnosed with attention deficit hyperactivity disorder (ADHD) can reap the benefits of a well-designed learning environment at their respective schools. They discovered that people with ADHD benefited from increasing the physical activity they participated in, which led to an increased release of dopamine and norepinephrine. This release can improve one’s ability to focus and concentrate, as well as one’s energy level and tendency to be less aggressive (Shillingford-Butler & Theodore, 2018). As the authors point out, ADD people typically struggle with tension and worry. Physical activity can help alleviate these symptoms while providing a healthy outlet for the pent-up energy resulting from the condition. Physical activity can help alleviate tension and worry in people who have ADD. They also emphasize the need to give those with ADHD a consistent schedule, as this may help them feel safer and reduce their stress.
The authors note that providing patients with ADHD with environments rich in sensory input can help them activate their senses and lower their hyperactivity levels. It is possible to produce a calming atmosphere in the classroom by doing something as straightforward as ensuring enough natural light in the space, or it is possible to do something as complex as filling the space with potted plants and playing gentle music. Sand tables and other tactile activities, according to them, help children feel comfortable and secure, which in turn increases their concentration as a result of the positive feedback loop (Shillingford-Butler & Theodore, 2018).
The information that has been offered in this article can, in general, assist teachers and parents in better accommodating the requirements of children who have attention deficit hyperactivity disorder (ADHD) while they are in school. Incorporating chances for physical movement and surroundings that are rich in sensory input is one way in which school counselors can assist in the creation of a learning environment that is secure and welcoming for kids who have the disease.
Increased Engagement
The neurocognitive features of attention-deficit/hyperactivity disorder (ADHD) and how they impact a person’s capacity for learning are covered in Stephens & Byrd’s (2017) article. According to Stephens & Byrd (2017), these deficiencies may make it hard for people with ADHD to remain focused in a conventional classroom setting and may result in reduced levels of engagement.
Teachers should take into account evidence-based strategies for educating students with ADHD in order to address these problems and boost participation in the classroom. The first step is to create a disciplined and orderly learning environment. This can involve assigning appropriate tasks for the student’s skill level, using a visual schedule to break down work, and giving frequent feedback. Teachers should also incorporate various activities that cater to each student’s needs to create a lively environment that is not overstimulating.
Teachers must employ methods that will keep their students organized and attentive. These techniques include giving students frequent breaks, letting them move about during class, implementing movement-based activities, and rewarding good behavior. Assistive technology, more time for tests and assignments, extra support, and advice are some modifications teachers should make for students with ADHD.
Teachers can improve the learning environment for children with ADHD and raise their involvement in the classroom by putting these methods into practice. These techniques can assist students with ADHD in performing better academically and provide them the chance to realize their full potential.
Attention-Deficit/Hyperactivity Disease (ADHD) is a typical behavioral disorder that affects kids and teenagers. It is defined by a lack of focus, impulsive conduct, and hyperactivity, according to Verkuijl, Perkins, & Fazel (2015). Teachers ought to think about making adjustments to their classrooms to maximize learning for students who have ADHD.
Verkuijl et al. first advise establishing structure and clear expectations. This includes tactics like setting a reliable daily schedule and giving precise directions. Additionally, they advise teachers to make an effort to foster a pleasant learning atmosphere by actively engaging their pupils, offering encouraging feedback, and doing so frequently.
Second, Verkuijl et al. advise teachers to adapt their lesson plans to meet each student’s needs. This may entail dividing more difficult activities into smaller, easier-to-understand portions, utilizing visual aids to speed up learning and offering frequent breaks throughout the course. Additionally, they advocate for instructors to be adaptable and ready to meet their kids’ needs.
Verkuijl et al. (2015) recommend that teachers regularly check in with their pupils to see any possible problems and foster a supportive environment. This entails actively interacting with their pupils, offering direction and encouragement, and motivating them to participate in class discussions.
Teachers should consider modifying their classrooms to enhance learning for students with ADHD. In order to foster an atmosphere of trust and support can involve giving structure and outlining expectations clearly, adapting teaching methods to the requirements of the individual students, and regularly checking in with pupils. Educators may establish a stimulating and encouraging learning environment that promotes greater engagement and better learning outcomes by putting these improvements into practice.
To help ADD/HD Child increase engagement in class, Melago (2014) proposes a number of methods (for ADHD). As a first tactic, you may tailor lessons to each student individually. Among these adjustments is making the classroom more peaceful and offering supplementary materials in alternative formats. Melago (2014) adds that it’s also important to set reasonable goals and give regular, timely feedback. In addition, it’s beneficial to divide assignments into manageable portions and give the student plenty of opportunities to get up and move around and refocus. Finally, Melago (2014) proposes stressing the student’s achievements as a means of motivation.
The goal of these methods is to help kids with ADHD become more actively involved in their education. Students with ADHD are more likely to participate in class if teachers make adjustments to the learning environment to meet their unique needs, set clear expectations, give timely feedback, divide assignments into manageable chunks, schedule frequent breaks, and use positive reinforcement to keep students motivated. “With a few basic methods, teachers can create an environment in which kids with ADD/ADHD may thrive in an instrumental context,” argues Melago (2014). (p. 43).
Synthesis and Future Engagement
Individuals with Attention Deficit Hyperactivity Disorder (ADHD) can benefit greatly from improved nutrition as a means of coping with the disorder. Symptoms of attention deficit hyperactivity disorder (ADHD) have been demonstrated to be alleviated by consuming a diet rich in key vitamins and minerals (Thapar, Cooper, & Davey, 2017). Individuals with ADHD can also benefit greatly from regular physical activity in the management of their symptoms. Two neurotransmitters linked to hyperactivity and impulsivity include dopamine and norepinephrine, both of which can be increased through physical activity (Kooij, Bijlenga, & van der Oord, 2019). A student’s motivation to learn in class can be boosted by just getting up and moving around; this is because physical activity improves concentration, alertness, and attention (Boutelle, 2016).
Increasing one’s level of involvement is also important in assisting those with ADHD in controlling their symptoms. Individuals with ADHD have been found to benefit from strategies such as providing visual clues, dividing activities into smaller chunks, and offering instant feedback in the classroom (Hemmeter, Ostrosky, & Fox, 2013). With the help of these techniques, students with ADHD can achieve their academic potential.
These institutional modifications can improve the learning environment for students with ADHD by elevating their levels of the neurotransmitters dopamine and norepinephrine. A healthy diet, regular exercise, and a more active lifestyle can all aid in the control of ADHD symptoms. Yet, additional study is required to determine the most effective ways to help children with ADHD in the classroom.
References
Boutelle, K. (2016). Exercise and children with ADHD. Clinical Pediatrics, 55(7), 664–671.
Hemmeter, M. L., Ostrosky, M. M., & Fox, L. (2013). Engagement strategies for teachers of children with ADHD. Young Exceptional Children, 16(3), 25-38.
Kooij, J. J. S., Bijlenga, D., & van der Oord, S. (2019). Exercise for adults with ADHD: A review of the literature. Neuropsychiatric Disease and Treatment, 15, 2221-2233.
Melago, K. A. (2014). Strategies for Successfully Teaching Students with ADD or ADHD in Instrumental Lessons. Music Educators Journal, 101(2), 37–43. http://www.jstor.org/stable/43288920
Pontifex, M. B., Fine, J. G., da Cruz, K., Parks, A. C., & Smith, A. L. (2014). THE ROLE OF PHYSICAL ACTIVITY IN REDUCING BARRIERS TO LEARNING IN CHILDREN WITH DEVELOPMENTAL DISORDERS. Monographs of the Society for Research in Child Development, 79(4), 93–118. http://www.jstor.org/stable/43773274
San Mauro Martín, I., Blumenfeld Olivares, J. A., Garicano Vilar, E., Echeverry López, M., García Bernat, M., Quevedo Santos, Y., Blanco López, M., Elortegui Pascual, P., Borregon Rivilla, E., & Rincón Barrado, M. (2018). Nutritional and environmental factors in attention-deficit hyperactivity disorder (ADHD): A cross-sectional study. Nutritional Neuroscience, 21(9), 641-647. https://doi.org/10.1080/1028415X.2017.1331952
Shillingford-Butler, M. A., & Theodore, L. (2013). Students Diagnosed with Attention Deficit Hyperactivity Disorder: Collaborative Strategies for School Counselors. Professional School Counseling, 16(4), 235–244. http://www.jstor.org/stable/profschocoun.16.4.235
Stephens, J. J., & Byrd, D. L. (2017). Attention-Deficit/Hyperactivity Disorder (ADHD): Reviewing the Neurocognitive Characteristics of an American Epidemic. Journal of the Washington Academy of Sciences, 103(1), 37–56. https://www.jstor.org/stable/90013591
Thapar, A., Cooper, M., & Davey, G. (2017). Nutrition and attention deficit hyperactivity disorder (ADHD). European Child & Adolescent Psychiatry, 26(1), 12–24.
Verkuijl, N., Perkins, M., & Fazel, M. (2015). Childhood attention-deficit/hyperactivity disorder. BMJ: British Medical Journal, 350. https://www.jstor.org/stable/26519922
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