ADHD can present challenges for individuals, in various aspects of their academic and social lives. When it comes to group work, ADHD students may face specific difficulties that can impact their ability to participate effectively. Some reasons for their struggles include:
Difficulty with Focus and Attention: ADHD is characterized by difficulties in maintaining attention and focus. Group work often requires sustained attention and the ability to switch between tasks, which can be challenging for individuals with ADHD.
Impulsivity: Impulsivity is a common trait in ADHD. In a group setting, impulsive behaviours may lead to disruptions or difficulty waiting for others to finish speaking. This can affect the collaborative nature of group work.
Organisation and Time Management: ADHD learners may struggle with organisation and time management skills. Group work often involves coordinating tasks, deadlines, and responsibilities, which can be challenging for those with ADHD.
Task Initiation and Completion: ADHD can impact a student’s ability to initiate tasks and see them through to completion. Group projects usually involve multiple tasks, and students with ADHD may find it difficult to start and finish their assigned portions on time.
Sensory Sensitivities: Some students with ADHD may have sensory sensitivities, which can make it challenging to work in environments with distractions or excessive stimuli. Group settings can sometimes be overstimulating, affecting their concentration.
Social Interactions: ADHD can also impact social skills and interactions. Students may struggle with the social dynamics of group work, including communication, collaboration, and understanding others’ perspectives.
Inhibition and Self-Regulation: Difficulties in inhibiting impulses and regulating behaviour are common in ADHD. This can affect the ability to navigate social situations appropriately and contribute effectively to a group project.
Variable Work Preferences: ADHD learners often have different work preferences. Some may work better independently, while others may struggle in settings where they need to coordinate with others, making group work a less preferred mode of learning.
Teachers can support ADHD students in group work by implementing strategies such as clear instructions, breaking tasks into smaller, manageable steps, providing organisational tools, and offering structured environments. Additionally, fostering open communication and understanding individual needs can contribute to a more inclusive and supportive learning environment.
