September is here! For high school students with executive function challenges related to ADHD and similar learning differences, this presents unique challenges. The shift from summer fun to the demands of school can place a heavy load on executive functions. During the summer months, students tend to stay up late and sleep in later. Students with ADHD may struggle with organization, time management, and staying focused as they prepare for classes. Transitions place a heavy load on the executive function system.
Moving from summer fun and loose schedules to academic school schedules can also bring about social and emotional challenges for high school students. They may have to navigate new social dynamics, make new friends, and adjust to the academic expectations of different teachers. This can lead to feelings of anxiety or stress, especially for those who struggle with social interactions or have had negative experiences in the past. It is important for teachers and parents to provide support and resources to help these students successfully transition.
Parents can help by working side by side with their child during this transition. We know that the executive function skill of self-regulation is foundational to promoting well-being across the lifespan, including educational achievement and physical, emotional, and social health. Self-regulation is the act of managing thoughts and feelings to enable goal-directed actions and includes a variety of behaviors necessary for success in school, relationships, and the workplace (Murray, Rosanbalm, Christopoulos, & Hamoudi, 2015). Co-regulation is a way that parents can support their teens in developing self-regulation. Co-regulation is an interactive process of regulatory support whereby the parent models self-regulation through warm, responsive responses to their teen. During the stress of the transition, the parent calmly problem-solves and directs their child through each step of the stressful situation.
Consistent, predictable routines and expectations likewise promote a sense of security by providing clear goals for behavior regulation. Parents coach self-regulation skills through modeling, prompts for actions, and reinforcement of the steps towards successful use of skills. Like a sports coach, caregivers should first teach skills and then provide needed support, or scaffolding, for self-regulation enactment in the moment.
At oxfordacademy.net, we know that our students benefit from a thoughtfully structured transition and school experience. As we prepare for our students to return, in partnership with our parents, we prepare a warm welcome with a structured, predictable routine. After moving into their dorms, students participate in a variety of orientation events to prepare for the first day of classes. Our staff and our clinician are on hand to manage bumps along the way and help students settle in socially and emotionally. We know that setting the stage for a positive transition back will allow our young men to launch into a year during which they will thrive!
