A gap year is an experiential year typically taken between high school and college in order to deepen practical, professional, and personal awareness. A gap year can be especially important and beneficial for students with ADHD. Here are some things to consider if you are thinking about a gap year for your ADHD teen.
Here’s is a recent report from Executive Function Coach and Trainer Erin Wilson:
“It was a Friday–I had just gotten home from school, the Seattle summer had started early, and I was exhausted. I was getting a popsicle out of the freezer and beginning to settle down when my phone rang. It was a number I didn’t recognize, but I had broken the rule of not giving my phone number out to students; so, student was my guess. I thought about ignoring it—Oh, come on! It’s Friday evening!—but I hit the green button anyway.
“It was one of my 17-year-old students who immediately started apologizing for bothering me, and talking of hanging up, but I kept him on the line. ‘No, I’m here. What’s going on?’ I asked.”
‘Well, I am on the Aurora Bridge and getting ready to jump, but I knew you would be mad at me if I didn’t talk to you before I jumped.’
‘Oh, gosh, Malcolm. Yes, indeed. Thank you for calling. I am here. Let’s figure this out together.’
A conversation ensued, at the end of which they agreed to go for milkshakes. She drove to the bridge and picked him up. Malcolm is still with us.
As unique as this conversation was, it is also typical. Malcolm meets with Erin once a week for executive function coaching. Erin mostly just asks questions: “What’s going on?” “How was your week?” How are you doing on your goal?” “What is your strategy?” “How is that working for you?” “What did you learn from that?” “What can you do differently?”
As unique as Malcolm’s problem is, it is also typical. So many kids in our schools are problems, or cause problems, feel they have a problem, told they have a problem. What was Malcolm’s problem? Was it dyslexia or ADHD? Was he a victim of high stress in the home or the neighborhood? Was he being bullied? Was it “Executive Function Disorder?” Suggest your favorite dysfunction.
Notice what bad habits we are in! It doesn’t really matter what “problem” he has or what his “learning difference” is, does it? Whatever the problem, he needs a partner who knows how to strengthen his executive function. Does he need better planning skills? Whatever. Whatever the matter is, he needs practice in owning his own brain, so he can own his own decisions, so he can own his own life.
What saved Malcolm’s life was not Erin’s personality, but a person who was trained to do what few people in schools are in the habit of doing: talking to students as if they are decision makers, as if they want to make a difference, as if they are leading their own lives. Each of us needs another person who acts as if the only thing that matters right now is the choices I make, and knows how to help me figure out the good ones.
Is any work in a school more important than this? How many “at risk” kids would be “at risk” if school were a place for learning to think? What would happen to our graduation rates if school focused everyone on maximizing internally motivated decision-making?
About the Author
Rick Ackerly is a nationally recognized educator, speaker and leadership coach with more than 40 years of experience in schools, 35 as head of school. He is the author of The Genius in Every Child: Encouraging Character, Curiosity and Creativity in Children. His blog is www.geniusinchildren.org.
Adverse childhood experiences (ACEs) such as abuse, neglect and violence in the home can be a predictor for major health problems, difficulty in school, trouble building relationships, engaging in criminal behavior or being a victim of a crime. The ACE questionnaire is a straightforward, research-tested way to help determine the degree to which an individual might be at risk. .… READ MORE
As they grow and develop, children depend on all of their senses to learn. However, researchers have long understood that a child learns better with one sense over the others. This is the child’s preferred learning style. The VAK learning model identifies 3 primary learning styles – auditory, visual and kinesthetic. Understanding a child’s learning style can help parents and teachers create more effective and engaging learning experiences, especially for students with ADHD . … READ MORE
What are traumatic events?
The National Child Traumatic Stress Network defines a traumatic event as “a sudden and unexpected occurrence that causes intense fear and may involve a threat of physical harm or actual physical harm. A traumatic experience may have a profound effect on the physical health, mental health, and development of a student.” These events are often referred to as adverse childhood experiences (ACEs). Traumatic events can arise from neglect, physical abuse, sexual abuse, and psychological abuse.
The impact of trauma on learning
Recent neurobiological, epigenetic, and psychological studies have shown that traumatic experiences in childhood can have many long term effects.They can:
- Diminish concentration, memory, and the organizational and language abilities children need to succeed in school.
- Lead to problems with academic performance,
- Result in inappropriate behavior in the classroom, and difficulty forming relationships.
According to research conducted by the Centers for Disease Control (CDC) and Kaiser-Permanente, these impacts can add up to poor academic performance, and later problems in life, including:
- Risky health behaviors,
- Chronic health conditions,
- Low life potential, and
- Early death.
Resilience can make the difference
According to a report published by the American Academy of Pediatrics, entitled Adverse Childhood Experiences and the Lifelong Consequences of Trauma, past traumatic events do not necessarily dictate the future for the child. The report authors cite the ability of “protective factors” that can counter adverse childhood experiences and build resilience that allows a child to thrive. They state:
“Children survive and even thrive despite the trauma in their lives. For these children, adverse experiences are counterbalanced with protective factors. Adverse events and protective factors experienced together have the potential to foster resilience. Our knowledge about what constitutes resilience in children is evolving, but we know that several factors are positively related to such protection, including cognitive capacity, healthy attachment relationships (especially with parents and caregivers), the motivation and ability to learn and engage with the environment, the ability to regulate emotions and behavior, and supportive environmental systems,including education, cultural beliefs, and faith-based communities.”
Toward a practice of building resilience
Today, research is leading to a better understanding of the role that non-cognitive capabilities – e.g., grit, self-control, perseverance and delay of gratification play in a child’s ability to succeed in school. Paul Tough, bestselling author of How Children Succeed and Helping Children Succeed, outlines this research in a recent article in the Atlantic Monthly, “How Kids Learn Resilience.” These non-cognitive capabilities form the foundation of the executive functioning skills everyone needs to perform well both in school and at work. Executive function coaching, a proven method for helping students with learning challenges, succeeds because it builds both interpersonal relationship skills and non-cognitive capacity.