In the past few years, we have seen a serious rise in the diagnosis of ADHD for children, according to the Center for Disease Control. This diagnosis in a student’s life forces educators to develop sensitized programs for them in order to help them succeed. Why has this diagnosis increased among our children? In light of my writing about the importance of movement and brain-based interventions in my recent posts, could it be that the lack of body movement could be part of the problem of increased ADHD?
I have been writing about how Lakeside and other schools are changing their values and practices around brain-based interventions. Frequently those interventions accommodate individuals who have suffered high levels of trauma, such as in urban locations.
I have been writing about many interventions to help students regulate their brains to help them focus and improve their learning capacity. I love how innovative thinkers are taking the combination of body movement and reading and coming up with a different style of classroom.
I have been discussing brain-based interventions. One that is currently being used is neurofeedback. What is this form of treatment? Let’s look at the description about neurofeedback from the Brain Resource Center.
One of the most difficult aspects of classroom management is early in the morning (or right after lunch) when students seem to be tired and wanting to sleep. I think most of us can remember those moments…particularly with teenagers who need a bit more sleep (due to brain re-wiring) and typically are not morning people, it is extremely difficult to wake up and be on task for some of the projects and issues that should be happening in a classroom.