Sitting in class with AuDHD
An adult's perspective
What it feels like for me
For me, AuDHD is a neurocognitive difference marked by extremes. In some classes when I have nothing to do, it feels like I’m dying. I will do literally anything else to take me away from the content.
If it’s not a subject I’m interested in, extended explicit instruction feels like torture. If I’m able to take notes, then I can retain about 40% of the content, otherwise, it’s more like 5% - especially if the class is distracting. Auditory processing delays mean that this mode of teaching, is the least productive for me.
Conversely, with a good speaker, I love a public lecture!
The difference is that teaching is something done to me, there is a delayed obligation towards assessment (having to prove my worth as a learner); an inherent position of lack.
A public lecture is something I am choosing to consume, something that interests me, the only expectation is to follow curiosity and joy; I am assumed to be capable.
I have a fast brain which takes in patterns, systems - and distractions - constantly. I have no control over it, and my brain does not discern between type of input. If I’m hearing “miaow, miaow, miaow”, then my brain is thinking about the role of cats in Ancient Egypt to protect grain stores.
The classroom itself can be obnoxiously loud. I hear electricity, especially the buzzing of lights. Fluorescent lights give me headaches. If I’m too hot/cold, if there’s a weird residue on the desk, if I don’t know what I’m doing or my routine is interrupted; I can’t focus.
I have poor proprioception and difficulty feeling my emotions until I’m well past the point of tired, overwhelmed, anxious or upset. Sometimes I don’t know why I’m feeling a certain way and if you ask, I genuinely could not tell you.
I love people. They fascinate me - their stories, perspectives, thoughts, feelings, joy, pain; all of it. I will sit and listen to people talk for hours. At the same time, people exhaust me.
When trying to compete with laptop games, musical earworms, or fun with friends; teachers will always come out second-best.
Even a brain break which is lighting me up, will distract from any further learning in class.
What helps me (and maybe your students)
Competition - this is the number one way to motivate me in class. If it’s team-based trivia, or completing a series of tasks; anything which gives me back control of pace and processing.
Rewards - but only if I have a chance, otherwise, I’ll disengage.
Anything novel - singing, dancing, teacher anecdotes, bizarre facts, jokes, stories, riddles, puzzles, challenges.
High expectations - a teacher once returned my B+ assignment, leaned over discreetly and whispered, “You can do better”. She was right, I was coasting. I still have a note she wrote me all these years later - such was her impact.
Clear expectations - exit tickets or a list of tasks needing to be completed before the end of class; success criteria which lists what we’re going to do. Again, giving me control of pace and processing.
Discussion - is a dance, there’s back and forth, ability to clarify, to influence pacing. I can put my physical energy into discussion, show expression, reflect back to the other person. Discussions are always engaging.
Cohesion - owing to my systematising brain, any learning which puts something together for me, completes the picture, or connects to some other gap in my understanding will have my full attention and be reified forever.
Classroom - if safe to do so, turn off the lights (I feel calmer); use thicker tip whiteboard markers and write bigger - I can’t see.
Background music - too much silence can feel unsafe. Silence is the domain of courtrooms, the principal’s office, hospitals, government agencies or parental disappointment.
Approach from the side - making direct eye contact and speaking to me front-on feels very aggressive if I don’t know you very well; I am not hearing anything you say.
Verbal processing - I got kicked out of an extension class once for talking too much. Not a classroom, an entire class. The injustice of it still stings, given my need to process verbally for understanding.
Visual prompting - I like to see what we’re doing in class, in visual form (I like it even more when we cross things off!)
A kind and fair teacher - someone who doesn’t single me out or shame me. Someone who believes in me and is happy to see me.
Capacity to fail fast - sometimes the class just isn’t vibing with the content, the approach, or the activities. Switch it up, deviate from the plan, and teach to the people in front of you.
These suggestions work for me, but might negatively impact students with alternative preferences - there will never be a perfect classroom “formula”.
Knowing yourself and your students is more important than anything else.
As always, I welcome your feedback, questions or criticisms. Email me at teacheraideqld@gmail.com