Why do students freeze, shut down, or become emotional in class, even when they have the skills to succeed? Emotional regulation shapes learning, motivation, and engagement. When students understand their emotions and feel supported, they are better able to manage stress, build positive relationships with peers and teachers, and learn in a stable environment.

In this webinar, we’ll examine through case studies and insights from neuroscience what blocks student progress and how educators, caregivers, therapists, and other adults can respond with practical, compassionate strategies. Participants will leave with tools to support emotional regulation and create learning environments that feel safe, supportive and effective.

In this webinar you will learn:

• Why emotions can block students’ abilities to utilize executive functions
• Why planners are not the most effective initial tool when supporting students with ADHD
• About strategies and tools that can be used to help students understand their emotions and monitor their emotional readiness to learn
• About approaches that parents and educators can use to support students who are often emotionally dysregulated

Watch the Video Replay

Enter your email address in the box above labeled “Video Replay + Slide Access” to watch the video replay (closed captions available) and download the slide presentation.

Webinar Sponsor

Brain Balance helps kids, teens and adults with ADHD, learning differences, anxiety & more through our integrative cognitive development and brain wellness program. Our approach combines cognitive, physical and sensory training with nutritional guidance to strengthen and build brain connectivity without the use of medication. Stronger connections translate to improved attention, behaviors, and social-emotional well-being.

ADDitude thanks our sponsors for supporting our webinars. Sponsorship has no influence on speaker selection or webinar content.

Obtain a Certificate of Attendance

If you attended the live webinar on March 18, 2026, watched the video replay, or listened to the podcast, you may purchase a certificate of attendance option (cost: $10). Note: ADDitude does not offer CEU credits. Click here to purchase the certificate of attendance option »

Emotions in the Classroom: Resources

• • • Free Download: Free SEL Program Comparison Tool
    • Read: The ADHD Misconceptions That Stifle Students
    • Read: The Key to ADHD Emotional Regulation? Cultivating Gratitude, Pride & Compassion
    • Read: Teaching Strategies for Students with ADHD: Ideas to Help Every Child Shine
      
      

Meet the Expert Speaker

Gena VanderMeulen, M.A. Ed, ACC, is an academic ADHD coach at the ADHD Center of West Michigan. She draws on more than 30 years of experience as a high school English teacher and specializes in supporting middle school, high school, and college students as they navigate academic systems, build confidence, and rediscover joy in learning.

Gena is a Certified Professional Academic Coach and an ICF Associate Certified Coach (ACC), and she holds advanced credentials in executive function, study strategies, and applied neuroscience. She also holds post-baccalaureate certificates from Landmark College in executive functions and supporting autistic students. Gena is currently pursuing a doctorate at the Bridges Graduate School of Cognitive Diversity in Education in Los Angeles.

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Behavioral interventions are a first-line treatment for elementary school-aged children with ADHD, according to the American Academy of Pediatrics.

Here are two types of classroom behavioral interventions that parents can request and teachers can use alone or in consultation with school psychologists and other staff.

[Free Download: How to Teach Children with ADHD — Classroom Challenges & Solutions]

Preventing Interventions

Use these interventions before disruptive behaviors and challenges mushroom:

• Greet each child individually with daily words of encouragement. Students are motivated to please adults they like and respect, and who like and respect them.
• Review expectations before activities. Many teachers think: Students should know what I expect by now. They may, but many children with ADHD have difficulty applying this knowledge. This external support only takes a minute or two, and it puts the rules at the top of students’ minds.
• Offer a choice of where to work (e.g., in a seat, on the floor), how to learn (e.g., using headphones, with a partner), and what to focus on (e.g., write about any character, select one of two books offered). This allows students to leverage their strengths and enhance their engagement in the classroom.
• Set an achievable goal. A student with a goal is more likely to modify their behavior than a student without one.
• Provide an illustrated step-by-step plan for completing high-priority tasks. For example, how to get started independently in math class and what a student should do if they get stuck on a problem.
• Use a timer that students can easily see. Remember that students with ADHD have internal timers that are underperforming.
• Do a weekly check-in. Ask students about their interests, hobbies, or experiences outside of school to show you care. This positive interaction helps to balance any corrective feedback given later.

Consequence Interventions

These should be connected to a student’s behavior, but they are not disciplinary actions.

• Students with ADHD benefit from external guidance and feedback. Praise tells them, “Yes, do more of this behavior,” and corrective feedback tells them, “Don’t do that again.” Think about praise and corrective feedback as the two bumpers on a bowling alley lane (one on each side). If students receive both, they can roll in the right direction toward success.
• Corrective feedback is most effective when you label the unwanted behavior (e.g., “That’s an interruption; that was disrespectful”). Then link the behavior to expectations: “Remember, we wait until the speaker is done before asking a question.”
• Praise is most effective when it is genuine and behavior-specific.
• Engage in skills practice to allow the student to try the behavior correctly. This also helps them build their “self-control muscles.”
• Provide a consequence/remove a privilege. For example, “You didn’t follow my instructions twice, so you lose the privilege of being a line leader today. Please stand behind Jamal.”
• Encourage problem-solving. Ask the student, “What would help you follow expectations better in this situation?”

These interventions should be used with all students. Importantly, our research shows that teachers do not need to respond to every instance of disruptive behavior with a correction, but if they respond to more than half, rule violations drop significantly over time.

[Click to Download: 10 Teaching Strategies that Help Students with ADHD]

If a student continues to struggle, consider implementing a higher level of service, such as using a daily report card, to build upon interventions and smooth their path forward.

Behavioral Interventions for ADHD: Next Steps

• Free Download: Free Guide to Solving Behavior Problems Rooted in Executive Function Deficits
• Sign Up: Free ADHD Teacher Training Program!
• Read: Could a Behavior Intervention Plan Help Your Student with ADHD? 
• Watch: “Better School Behavior: How to Design and Implement a Positive and Effective Behavior Plan”

Julie Sarno Owens, Ph.D., is a psychology professor and director at the Center for Intervention Research in Schools at Ohio University.

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The executive functioning difficulties that often accompany ADHD can make simple routines and tasks feel harder than they should for many parents and children with the condition. But what if the most effective way to support your child’s executive function development is to strengthen your own skills first?

In this webinar, parents will learn how to shift from a behavior-management mindset to a skills-development framework. We will examine how a parent’s emotional regulation, flexibility, and organization directly shape a child’s ability to develop these same skills. Parents will learn how strengthening their own executive function capacities creates the relational and neurological conditions necessary for their child’s growth.

In this webinar, you will learn:

• How ADHD affects executive functioning in adults and children
• About the common causes of a meltdown — from transitions, to developing routines, to tasks that challenge emotional regulation — and how to intervene effectively
• About a practical framework for modeling executive function skills, so children can internalize these through experience
• About the POWERS principle, Give the Gift to Get the Gift, and its application to daily parenting challenges
• Strategies to reduce reactivity and power struggles while increasing consistency, connection, and follow-through
• How to move beyond crisis management and build a more sustainable, skill-based approach to supporting children with ADHD — and reduce parental burnout

Watch the Video Replay

Enter your email address in the box above labeled “Video Replay + Slide Access” to watch the video replay (closed captions available) and download the slide presentation.

Webinar Sponsor

Play Attention improves executive function, attention, behavior, and performance, supported by Tufts University research. With NASA inspired technology brought to your living room, we deliver a customized program for children and adults. Your dedicated Focus Coach tailors your plan. Home or professional options available. Schedule a consultation or learn more at www.playattention.com.

www.playattention.com

ADDitude thanks our sponsors for supporting our webinars. Sponsorship has no influence on speaker selection or webinar content.

Obtain a Certificate of Attendance

If you attended the live webinar on March 12, 2026, watched the video replay, or listened to the podcast, you may purchase a certificate of attendance option (cost: $10). Note: ADDitude does not offer CEU credits. Click here to purchase the certificate of attendance option »

Executive Function Training: Resources

• • • Free Download: Could You Have an Executive Function Disorder?
    • Read: What Is Executive Function? 7 Deficits Tied to ADHD
    • Read: You Can’t Train Away ADHD Executive Dysfunction
    • Read: Your Executive Functions Are Weak. Here’s Why.

Meet the Expert Speaker

Dr. Tamar Z. Kahane is a licensed clinical psychologist and the founder and clinical director of The Kahane Center, an integrated mental health practice providing comprehensive psychological and neuropsychological services. She has more than 25 years of experience working with children, adolescents, adults, and families.

A nationally recognized expert and clinical pioneer in social cognition, ADHD, and executive functioning, Dr. Kahane is the developer of POWERS, a social-emotional learning and executive functioning curriculum that has been piloted in public and private schools. Her work emphasizes practical, skills-based strategies that actively integrate parents into their children’s treatment.

Follow ADDitude’s full ADHD Experts Podcast in your podcasts app:
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If RSD has thwarted your networking and job-seeking efforts, take these steps to manage discomfort and reframe your thoughts.

Think Differently About Networking

Sure, networking can feel awkward and embarrassing, especially if you struggle with low self-esteem. Remember that networking is about making connections and providing mutual help, no matter the career stage.

[Free Download: 8 Dream Jobs For Adults with ADHD]

If networking seems daunting, try setting up informational interviews. These one-on-one meetings emphasize learning, not landing a job, and are a casual, low-pressure way to pick someone’s brain, demystify job titles, and practice people skills. (Many professionals are happy to share their expertise.)

Reach out to professionals on LinkedIn or within your circle whose career trajectories interest you. Your college career center can connect you with alumni who will talk with you.

Don’t Take It Personally

If you haven’t landed a job, it’s not because you’re flawed. Perhaps you were up against strong applicants, or maybe your resume or cover letter needs work. Each of these factors can be addressed. Enroll in skill-building courses, carefully review feedback from hiring managers, and enlist help from friends, family, professionals, or your college career center.

Realize that the hiring decision often comes down to fit and not a judgment of your skills, worth, or potential. As you job search, try not to interpret rejection as a personal attack.

[Self-Test: Could You Have Rejection Sensitive Dysphoria?]

Make a Plan

Applying for jobs is time- and effort-intensive. Creating structure will ease overwhelm and fuel persistence.

• Keep a schedule for writing cover letters, updating your resume, searching job boards, building skills, and so on.
• Schedule breaks, exercise, meals, and other activities that keep you regulated — including time off social media, which can trigger unhelpful comparisons.
• Start and end your day with affirmations that reduce RSD.
  • A ‘no’ to my application is not a ‘no’ to my worth.
  • Every step I take builds resilience, no matter the outcome.
  • Not everyone will respond to my informational interview request, and that’s okay. At least I tried.
  • I’m focusing on what’s within my control.
• Try a change of scenery. Take your laptop to a coffee shop.
• Consider body doubling, which may boost accountability.
• Join online communities of fellow neurodivergent job seekers for insights and support.

Always remember that you are more than any job title.

Fear of Rejection in Job Searches: Next Steps from ADDitude

• Free Download: Understanding Rejection Sensitive Dysphoria
• Read: 7 Self-Defeating Behaviors That Aggravate ADHD – and How to Fix Them
• Read: 4 Steps to Claiming the Career You Deserve

Sharon Saline, Psy.D., is a clinical psychologist and the author of several books.

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December 10, 2025

As a director of disability services in higher education, I am deeply troubled by the framing and assumptions of such services in “Accommodation Nation” an article recently in The Atlantic that positions college accommodations as a burden, casts suspicion on students with disabilities, and erodes decades of progress made by disability advocates who have fought for equal access to education.

Accommodations Are Not “Easily Gamed”

It’s true that the number of students seeking accommodations has risen over the years as rates of diagnosed ADHD, anxiety, and other conditions have increased. But this is because diagnostic tools have improved dramatically, leading to increased identification. Increased identification is not a sign of manipulation, as The Atlantic article insinuates. It is the result of better science and long-overdue recognition.

Yet articles like “Accommodation Nation” use these realities to cast doubt on students’ lived experiences. At my institution, students must go through multiple steps before accommodations are considered. They complete a detailed online application, provide documentation from licensed professionals that identify which major life activities are impacted by their condition(s), and outline specific functional limitations. I regularly follow up with providers to better understand the applicant’s diagnosis. Then I meet with the student to explore their needs, discuss barriers, and determine appropriate accommodations.

Free Guide: How to Get Accommodations in College

This is not a casual or “easily gamed” process, as The Atlantic suggests. It is a careful, legally grounded, individualized assessment rooted in education, awareness, and advocacy.

The Right to Education, Not Exploitation

What concerns me most about The Atlantic article is how it reinforces the false narrative that students with disabilities are inflating their needs or receiving unearned advantages. Disability services offices are not handing out “perks.” Rather, we are ensuring that students can access the same educational opportunities as their peers. That is the foundation of civil rights laws.

The disability rights movement began in the 1960s and, before that, many individuals with disabilities were banned from education altogether. Today, that access to education translates to employment, independence, and contributions back to society. Undermining accommodations threatens to send us backward at a moment when the Department of Education itself is being dismantled and national conversations around mental health, ADHD, and neurodivergence are already steeped in stigma.

Students with disabilities are not a burden. They are welcome at the table of higher education.

Read: 4 Hallmarks of ADHD-Supportive Colleges

Accessibility Is Not a Loophole

One in four Americans lives with a disability. At my small college, roughly 25% of students are registered with disability services; I suspect there are another 10% who would qualify, but choose not to come forward because of stigma. Smaller schools often attract students seeking supportive, high-touch environments, and many students come to our offices only after years of struggling without assistance. For some, college is the first time they have access to health insurance, counseling services, and the availability of diagnostic testing.

On that note, the Atlantic article also ignores pressing questions about youth mental health. Beyond increased awareness and better diagnostic tools, why are today’s young people experiencing higher rates of trauma  and mental health challenges? Could it have anything to do with the fact that today’s college students — who have grown up with active-shooter drills, unfettered access to largely unregulated social media platforms, and who are entering adulthood in an economically unstable, politically volatile, and rapidly changing world — have endured circumstances no previous cohort has faced?

Ultimately, “Accommodation Nation” fails to acknowledge that an increase in student support does not signal abuse. It shows that students finally feel safe enough to seek services to bolster their education. It signals progress. At a time when students with disabilities already navigate bias, skepticism, and physical and attitudinal barriers, we do not need narratives that delegitimize their existence or imply their success is suspicious.

We need investment, compassion, and the understanding that accessibility is not a loophole, but a civil right. We should be examining why students need support, not doubting whether they deserve it. We should be investing in and expanding accessibility, not undermining it. And we should be building universities that see disability not as an inconvenience, but as a natural and valuable part of the human experience.

Jillian Lillibridge Heilman, Ph.D., CRC, is a disability expert with more than 20 years of experience in disability education and advocacy. She is the Director of Student Accessibility Services at a small New England college and provides training to other colleges and private organizations that seek to better serve individuals with disabilities.

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What’s Happening with the ACT?

In response to the digital overhaul of the SAT in 2024, the ACT recently launched a major update with these changes:

• Test duration dropped from three hours to just over two hours
• Fewer questions and more time per question
• Science section is now optional
• Digital or paper testing available

In modernizing its test, the ACT also introduced some uncertainty, especially for students with ADHD, who thrive on routine and clear expectations. While the real-world impact of the digital test remains uncertain, the ACT has endeavored to help students prepare by releasing updated resources, including a free full-length practice test. This is a helpful step forward, but some students may still find it challenging to build confidence without the wealth of prep materials and testing history that come with a more established format.

Why Scores Still Matter

While many colleges are still test-optional, some (like Georgetown University, Dartmouth, and Florida’s and Georgia’s public universities, to name a few) now require scores again. Enrollment data at a growing list of selective schools shows that most enrolled students submitted SAT or ACT scores on their applications, which placed them in a “test preferred” category.

[Read: 4 Hallmarks of ADHD-Supportive Colleges]

A solid score can help offset lower grades or an uneven academic record. That said, truly test-optional schools are still a good fit for some students, especially if testing is a major hurdle, even with accommodations. The key is to be strategic.

Every student is different, especially with it comes to focus, motivation, and collegiate goals. While not every teen needs to submit scores, I recommend that most students prepare for and take at least one college entrance exam.

That said, I know that test prep can feel overwhelming and/or unnecessary. Taking a low-pressure mock SAT, like the one available for free on the College Board’s Bluebook app, is a great way to gauge whether standardized testing is a good fit.

[Read: The College Survival Guide for Students with ADHD]

If your teen does well and feels confident after the experience, you may want to continue down the SAT path. If now, the ACT might be a better match. In either case, it’s important to allow plenty of time to test the waters.

Plan and Prep Early

For students with weak executive function skills, we do not recommend prepping alone with a test prep book, or even in a group setting. It’s easy to lose focus, miss key strategies, or feel overwhelmed without individualized guidance and structure.

An experienced tutor who understands how to work with teens with ADHD can improve focus, increase testing stamina, and target the areas where they need the most support.

Given all the turbulence in college admissions testing, it’s important to have a clear plan in place, especially for 9th and 10th graders. So do the following:

• Start now. Don’t wait until next fall to figure it out.
• Secure testing accommodations early because the process takes time.
• Stay flexible. If one test doesn’t feel like the right fit, it’s okay to pivot.

Above all, remember that the “right college” is the one that meets your child where they are and powers them forward.

Should I Take the SAT?: Next Steps

• Read: College Accommodations Aren’t Like High School Accommodations
• Read: When ADHD Meets the SAT
• Read: 7 Ways to Boost Your SAT Score

Ann Dolin, M.Ed., is founder and president of Educational Connections in Alexandria, Virginia.

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One common and alluring trap that ensnares students with ADHD selecting prospective college: applying only to highly selective schools or to the colleges on their friends’ lists. Every student should strive to create a balanced list that includes “reach schools” (where admission is less likely but possible), “match schools” (where the student’s academic profile falls into the admission zone), and “likely schools” (where admission is probable). For students with ADHD, there should be another consideration: the depth and breadth of disability support services.

[Read: 4 Hallmarks of ADHD-Friendly Colleges]

In general, colleges fall into one of three support levels:

1. Accommodations Only

These colleges offer basic accommodations through a disability services office. Common supports include extended time on exams or priority seating in class. Students typically need to request accommodations at the start of each semester and may need to coordinate separately with each professor.

[Read: The College Survival Guide for Students with ADHD]

2. Service-Level Support

These schools offer services like executive function coaching, time management help, and academic advising. Some of them include these services in the price of tuition, while others charge an additional fee. Schools in this category include Curry College, Hofstra University, and American University.

3. Comprehensive Support

The most supportive college programs may include academic, social, and even career services. They usually require a separate application and limit enrollment. Schools with strong comprehensive support programs include the University of Arizona’s SALT Center, Beacon College, and Landmark College.

Best Colleges for ADHD: Next Steps

• Read: Questions to Ask Before You Choose a College
• Watch: College Accommodations for Neurodivergent Students
• Read: How to Succeed in College with ADHD – Evidence-Based Strategies That Work

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October 17, 2025

This November marks the 50^th anniversary of the Individuals with Disabilities Education Act (IDEA), a landmark law that shapes the educational experiences of more than 7.5 million students with Individualized Education Programs (IEPs) across the United States.

In exchange for federal funding, states must provide students with disabilities a free and appropriate public education; the IDEA governs this and how an IEP (Individualized Education Program) is structured, built to address a student’s needs, and implemented in the classroom. Central to the IDEA’s effectiveness is federal monitoring of state compliance; however, that enforcement structure is now under serious threat.

Earlier this week, the Trump administration effectively killed the Office of Special Education Programs (OSEP) — an office within the U.S. Department of Education (ED) responsible for enforcing IDEA provisions and supporting families — by reducing its workforce to fewer than six employees, a 95% cut since the start of 2025.*

OSEP ensures schools follow the IDEA by setting policy, monitoring state compliance, investigating violations, and intervening when children with disabilities are not receiving their legally mandated services.

The Trump administration has long threatened to dismantle or drastically reduce the ED. Between layoffs earlier in 2025 and these latest cuts, the office that once held schools accountable is now unable to function.

[Quiz: How Well Do You Know U.S. Education Law?]

Importantly, the IDEA remains in effect. Your child’s IEP (Individualized Education Program) continues to be a legally binding document that must be implemented exactly as written and agreed upon. If you disagree with any aspect of the IEP, whether that’s the content or the procedures followed, you still have the right to challenge the district’s decisions or inaction through the administrative review process.

Additionally, Section 504 Plan protections still exist, and your state education agency is still obligated to ensure compliance. (A Section 504 Plan, which arises under a different federal law that bars discrimination against individuals with disabilities.)

However, without adequate staffing at the federal level, funding disbursements may be delayed, potentially causing states to face budget crises that leave them unable to pay service providers. The cuts may also halt investigations into complaints filed with OSEP and the Office for Civil Rights (OCR), which handles disability discrimination complaints under Section 504. If these offices lack the personnel to monitor state compliance with federal law, then enforcement becomes impossible, regardless of what the IDEA or Section 504 requires.

Caregiver Advocacy Tips

While these drastic changes and cuts are alarming, there are steps caregivers can take to protect their child’s services and stay informed about changes at the local level.

1. Gather information from your district. Contact your district’s special education office and ask whether it is anticipating any cuts to special education funding or staffing. Do not assume staffers will provide this information unprompted. Find Your Federal, State, and Local Representatives here.
2. Monitor services closely. Watch for personnel cutbacks, including special education teachers, related service providers, and paraprofessionals. Track any reductions in services or scheduling changes. Keep a log of anything that may not appear to be compliant with your child’s IEP or 504 Plan, and save all emails and communications about your child’s services.
3. Be proactive about IEP meetings. Do not wait for an invitation to an annual IEP meeting. Reach out two to three months before it is due to schedule, so that you have time to invite any outside providers or evaluators to the meeting. Remember that you can request an IEP meeting at any time if you have concerns about your child’s progress or services.
4. Build relationships. Federal policy can feel distant and abstract, but the teachers and providers working with your child every day are your partners. Connect with them regularly, not just when problems arise. Network with other parents facing similar challenges. Collective advocacy is powerful, and connecting with other families can provide insight into systemic issues in your district.
5. Learn your rights. Familiarize yourself with the IDEA and your state’s specific education laws. Review the procedural safeguards that your school is required to provide and keep them in a safe place so that you are prepared when you need them.

[Watch: “Are My Students’ ADHD Accommodations in Danger? Fallout from the Department of Education Changes”]

As the IDEA reaches its 50^th anniversary, the responsibility for protecting students’ rights has shifted even more onto the shoulders of parents and state agencies. Staying engaged has never been more crucial.

* On October 15, 2025  federal judge temporarily paused the Education Department’s decision to lay off nearly everyone in its special education division.

Department of Education Cuts: Next Steps

• Submit: Email your questions about IEP law and how DE changes might impact your child to customerservice@additudemag.com
• Download: Your Free Guide to the U.S. Education Laws Protecting Students with ADHD
• Read: 10 Myths About School Laws and Services for Students with ADHD
• Know: Your Child’s Educational Rights

The law office of Dominic Buchmiller, Esq., is dedicated to ensuring that every child receives the free and appropriate education to which they are entitled. Our mission is to advocate for students and families, securing the services and programming necessary for each child to hit their necessary milestones.

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Why Mental Health Screenings in Schools Matter

Every parent wants their child to feel safe and supported in school. (As the parent of a 13- and 9-year-old, I am no different.) But rising rates of stress, depression, anxiety, and other challenges interfere with learning — and aren’t always visible.

The primary questions schools must address: How do we identify these needs before they become more severe? What is currently being done to help kids? And what alternatives should we consider?

[Read: Why School Stress Is Toxic for Our Children]

Mental health screenings are important tools to this end. To be clear, these tools do not diagnose, assign clinical labels, or pathologize children. These screenings, which are completed in under a minute, act as critical early-warning systems. They give teachers and parents actionable insights into a child’s needs and prevent long-term problems. They are similar to vision and hearing screenings conducted regularly in every school in the U.S. that indicate additional services a student may need.

Screening research shows that youth whose needs are identified early are less likely to miss school, fall behind academically, or experience difficulty with peers. In my own research across multiple states over the last decade, I’ve seen how school mental health screenings help students who might otherwise slip through the cracks.

Referrals for health services are often made only after a student has experienced multiple or severe challenges. Screenings from teacher, parent, and student perspectives give schools a whole view of the child that allows us to catch issues early, especially among those who are suffering silently.

Far too often, teachers and parents are surprised by what these screenings reveal, like emotional difficulties in a straight-A student. I think about what we often hear when a student dies by suicide, for instance: that they were “never on the radar” because of how well they did in school. School screenings can help us avoid these tragic outcomes.

[Read: “It’s OK to Not Be OK” What Emotionally Struggling Students Need to Hear]

The Health of Our Children

There is no research to support that asking children about their emotions and behaviors creates stigma. In fact, the opposite is true. Research clearly demonstrates that universal screenings reduce the feeling of being singled out. Asking students about their needs opens a critical conversation into their health that would otherwise not happen.

Screenings and regular emotional check-ins can be an important, routine part of school. These checkups — from the neck up — are as important as routine well-child visits at the doctor’s office.

The reality is schools have faced increasing mental health needs over the past few decades. Yet, many schools only react when severe problems emerge. Screenings give every child the opportunity to be seen, every parent the chance to be heard, and every school the ability to respond with timely care rather than react to crisis. This is goal we all agree is worth pursuing.

Schools and Mental Health: Next Steps

• Free Download: Compare Social-Emotional Learning Programs
• Read: Inadequate Teacher Training Stifles Students with ADHD
• Read: How Can Teachers Create a ‘Safe Space’ for Students?

Nathaniel von der Embse, Ph.D., is a professor of school psychology at the University of South Florida, and Co-Executive Director of the School Mental Health Collaborative, a national research and resource center that advocates for student mental health.

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Q: “I’m starting to worry that my child is using AI tools to breeze through homework without really understanding the material. How can I make sure they’re using AI responsibly and still actually learning?”

This is a question we’re hearing more often, especially regarding math. Your child seems to do their homework quickly and easily, but their performance tanks when test day rolls around. What’s going on?

This gap between homework and test scores is becoming even more pronounced with the rise of AI-powered homework tools like Photomath, Mathway, and ChatGPT. These platforms can solve even the trickiest problems in seconds, providing step-by-step solutions that seem like a dream-come-true for students who feel lost in math class.

But here’s the catch: While AI tools can make homework easier to understand and complete, they don’t necessarily help students learn. So when it’s time to work through similar math problems during their tutoring sessions or exams (with no apps in sight), the student’s true understanding is put to the test, and they struggle.

Of course, kids want to get homework done as painlessly as possible. This isn’t new. What is new is how easy it is to hand in perfect assignments with very little effort. And when students rely on AI tools to do the work for them, they miss out on the productive struggle that leads to real understanding, especially in math, where each concept builds on the last.

Here’s what caregivers can do regarding AI use:

• Watch for warning signs. If your child is getting perfect scores on homework assignments, but their test grades are slipping, take a closer look. Other red flags include an unwillingness to show their work, hesitation when asked to explain how they got an answer, or rushing through assignments without much thought.
• Set expectations for AI use. These tools aren’t inherently bad. In fact, when used responsibly, they can reinforce learning. The key is for students to use them as a check, not a crutch. Encourage your child to complete a problem on their own first, then compare their process and answer to the AI-generated one. This helps them catch mistakes and deepens their understanding.
• Talk about academic integrity. With AI at their fingertips, students must understand the ethical boundaries of technology use. Make sure your child knows that copying answers, whether from a friend or an AI app, shortchanges their education – regardless of whether it is flagged by a teacher.
• Focus on effort, not just results. Praise your child when they show their work, ask questions or take time to truly understand a concept. These habits pay off far more than perfect homework scores in the long run.

AI is here to stay. But, with guidance, your child can learn to use it as a helpful learning tool, not a shortcut to the finish line.

Students Using AI: Next Steps

• Read: 6 Hacks for Homework Overwhelm
• Read: Math Strategies and Writing Tips for ADHD Brains
• Read: How to Get Students Engaged in Learning

Ann Dolin, M.Ed., is a former teacher and founder and president at Educational Connections, in Virginia.

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This late-summer stress is a somewhat new phenomenon for me. Elementary school was great — truly. Excellent teachers, good class sizes, even programs for gifted students. My daughter was about two grade levels ahead in her reading abilities. She received great remarks during parent-teacher meetings, though there was always a comment about her chattiness. (In retrospect, this was her verbal hyperactivity, which we didn’t know then was due to ADHD.)

But the bomb exploded in middle school — the fallout of the pandemic and puberty. Enter the days of virtual open houses, parent-teacher meetings held over Zoom, books replaced with dizzying learning hubs (what happened to the books?!), and assignments becoming “optional” — a problem when my daughter needed structure. We sat for hours at the dinner table working on homework together. I noticed then that my child had developed a paralyzing obsession with her homework being perfect and had constant writer’s block. How did my gifted student become so stuck?

[Read: 5 Back-to-School Tips to Ease Parental Anxiety]

We were already seeing a therapist for help with sleeping issues when my daughter introduced the idea that she might have ADHD. Sure enough, after a lengthy process, she was diagnosed with inattentive ADHD, which answered so many questions.

Getting her back on track academically should have been straightforward then, right? Nope. How naïve I was. The first 504 meeting didn’t happen until months after her diagnosis. While the school and I agreed on measures they’d take to support my daughter, consistency in applying those supports is an ongoing headache. Also, even with a 504 Plan, no two teachers are the same.

So here we are riding the struggle bus each and every semester. Paper assignments get lost in a black hole, check-in sheets fall through the cracks, due dates and deadlines are logged in a portal somewhere. Or maybe they’re in an e-mail. Or on a white board. Or on a desk calendar. Who knows? Every semester is the same circus of multiple emails and phone meetings with the school to address issues. And adding to the chaos of it all are elements outside of our control, like how much my child likes her teacher. Her success in class pivots on this critical factor.

It’s been a hard road, and I am dreading the start of the sh*tshow yet again. But there are a few glimmers here. We are fortunate enough to have connected with a neurodivergent counselor who sees my daughter weekly for help with executive functioning skills and organization. We spent the summer finding a medication routine that works, and we have psychiatry on board for monthly medication management. It is taking a task force.

[Read: Parents — This Is YOUR Back-to-School Survival Guide]

The thing that breaks my heart the most is that my daughter is so smart — wicked smart. She can out-debate me on any topic, any day, but her grades do not reflect her brilliance. They reflect whether she can turn in items on time and completed, so we are almost guaranteed failure. But as I have since Day One, I will show up for her so she can see that the important things in life are always worth fighting for.

Back-to-School Stress: Next Steps

• Free Class for Parents: A 10-Part Guide to Solving Common School Problems
• Read: Two Daily Routines to Get Ready for Back-to-School
• Read: “Back-to-School Shopping Pushes My Executive Functions Beyond the Brink”

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School accommodations unlock learning for many neurodivergent students. But when a child has ADHD and obsessive-compulsive disorder (OCD), certain commonly used accommodations may unintentionally trigger symptoms, and lead to harmful effects.

Here are several accommodations that should be carefully reconsidered when supporting a student with ADHD and OCD:

Granting extra time on assignments and tests.

This is helpful for students who struggle with processing speed and focus. However, students with OCD may use that extended time to check and recheck, reread and rewrite, and overthink their answers. In other word, they will fill the extra time for testing with compulsive behaviors.

[Get ADDitude’s Back-to-School Guide 2025]

OCD generally expands to fill the container it is given. Think of the classic OCD compulsion of handwashing. Without time restrictions on how long an individual can spend in the bathroom, the washing may take longer and longer. Time boundaries provide at least some limit to OCD behaviors.

Allowing a child to eat in a separate area.

Some neurodivergent students experience distraction and/or disgust in cafeterias, so their parents worry they won’t eat at school unless given this accommodation. When a child is allowed to eat in a separate lunch area at school, however, they become less willing to engage in public eating in general.

Children with OCD may benefit from being required to eat in a cafeteria, where they will be exposed to some of their triggers, such as fear of contamination, social challenges, and sensory experiences. Repeated exposure to OCD triggers can lead to desensitization over time, while consistent avoidance achieves the opposite. As educators and parent, we must be willing to allow our children to feel discomfort in the short-term so that they become stronger in the long-term.

[Self-Test: Avoidant Restrictive Food Intake Disorder (ARFID) in Children]

Allowing more time with a school counselor to talk about worries.

Sometimes, traditional therapy and school counseling techniques can exacerbate OCD symptoms. OCD treatment techniques are highly specific, and school counselors are seldom trained in this modality. Instead, the counselor may offer reassurance, anxiety check-ins, and other approaches that could fuel OCD behaviors.

No student should rely on their school counselor (or teacher) to regulate their compulsions and fears. OCD treatment involves allowing our children to feel anxiety and resist the urge to “fix” it (including by seeing the school counselor). OCD diminishes when a child no longer reacts to anxiety as though it were dangerous or disabling.

For children with ADHD and OCD, school accommodations must be thoughtfully considered. Generally, long-term accommodations are not recommended because they could lead students with OCD to become less resilient and more anxious over time.

Childhood OCD in School: Next Steps

• Read: OCD and ADHD – The Polar Opposites That Are Not
• Watch: “OCD in Children with ADHD – Navigating the Dual Diagnosis”
• Read: What if You Are Enabling Your Child’s Anxiety?

Natalia Aiza, LPC, is a therapist and parent trainer. She is the co-founder of Kairos Wellness Collective, an innovative therapy center that specializes in OCD and anxiety disorders.

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Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.