An Introduction

Over the past few decades, Attention Deficit Hyperactivity Disorder (ADHD) has captured the attention of millions of people. Across this nation researchers, educators, and clinicians alike are fascinated by the implications ADHD has on the learning process, phases of human development, and the socialization patterns of ADHD children.

Specifically in middle schools today, teachers and administrators are faced with looking ADHD sternly in the eye.  The various characteristics of ADHD, adolescent growth and development issues, and expectations for high academic achievement are some of the most predominant obstacles for schools to overcome.         

The demands for meeting the ADHD students’ needs are ever-growing. Today’s building administrators are charged with the responsibility to search for and implement the elements of success for their schools, as well as for these challenging students. These same administrators must understand what ADHD is, what it isn’t, its causes, the variety of possible coexisting conditions, and the treatment options open to the parent and the student. Administrators must be knowledgeable about the law as it pertains to providing instructional programs that maximize learning. They must be able to offer teachers ideas, strategies, and available school resources and services when needed. Finally, administrators must create a school culture where diversity and “being different” is seen as positive and challenging, and a place where parents can come to work together with school personnel to make solid home/school connections.