Neurodiversity and ADHD Support

 Reading the Child Mind Institute article on neurodiversity helped me think about this topic more positively and thoughtfully. One of the biggest ideas that stood out to me is that neurodiversity means there is not just one “correct” way for a brain to work. Instead, it reminds us that differences in how people think, learn, process, and respond to the world are a normal part of being human. The article explains that this can include people with ADHD, autism, and learning differences, and it encourages us to move away from seeing these differences only as problems that need to be fixed. Instead, it asks us to recognize strengths while also supporting challenging areas.

I appreciated how the article emphasized a strength-based approach. I connected this to the Shifting the Paradigm reading and the asset-based teaching approach.  So often, people focus first on what a child is struggling with, but this article reminded me that neurodivergent children often bring creativity, unique perspectives, and important strengths with them. Support should not be about changing who they are. It should be about helping them succeed in environments that are more understanding and inclusive. The article also points out that sometimes the environment itself creates part of the struggle, especially when it is too rigid, overstimulating, or not designed for different kinds of learners.

This information feels especially meaningful to me personally because I have a nephew with severe ADHD. Reading about neurodiversity helped me think differently about how to respond when he is having breakdowns. Instead of only seeing the behavior in the moment, it helps me step back and remember that his brain may be processing frustration, emotions, or overstimulation in a very different way. That mindset encourages me to respond with more patience, empathy, and calm rather than expecting him to react the way a neurotypical child might. This article was a good reminder that support starts with understanding.

I also enjoyed looking through the ADDitude website while learning more about this topic. Their site describes itself as a resource for families, adults, and professionals dealing with ADHD, learning disabilities, and related conditions, and I found that it had many helpful articles and resources that felt practical and easy to explore. Between the Child Mind Institute article and the ADDitude website, I came away with a better understanding of neurodiversity and many useful tools in supporting children with ADHD.

Ice out of schools

 

After reading these articles from Rethinking Schools, I kept coming back to the idea that schools are supposed to be places of safety, stability, and support for children. In all three pieces, the authors argue that immigration enforcement does not stay outside of school walls. It affects students emotionally, socially, and academically because children cannot fully focus on learning when they are living with fear about what could happen to their families. What stood out to me most was how strongly these articles reminded readers that educators are not only responsible for academics but also for helping create environments where students feel protected, welcomed, and cared for. 

In “Kicking ICE Out of Our Schools and Communities,” the authors make the argument that ICE enforcement causes real harm to students and school communities because it creates trauma, fear, and instability. I was especially moved by the story at the beginning because it showed how quickly an ordinary school morning can turn into something heartbreaking for a child. To me, that really emphasized the article’s point that students need emotional and physical safety in order to learn. I also appreciated that the authors did not stop at simply describing the problem. They pushed educators to speak up, teach honestly about immigration, and actively support immigrant families rather than staying silent. That part stood out to me because it made the article feel like a call to action, not just a discussion of an issue.

In “Now Is the Time to Defend Our Students: LA Educators vs. ICE,” I was impressed by the way the authors showed teachers stepping outside their traditional classroom roles to defend and support students and families. Their argument is that when immigrant communities are under threat, educators cannot separate themselves from what is happening around them. Instead, they can become trusted adults who share resources, build community partnerships, and help families feel less alone. I really admired the courage in this article. It made me think about how meaningful it is when school staff show families that they are not facing everything by themselves. As someone who works in a school, I connected with that idea because support does not always come through instruction alone. Sometimes it comes through relationships, advocacy, and simply being a steady presence for students and families during difficult times. Earlier this year, I had a student who immigrated from India. Unfortunately, the contact phone number I had was not working. This was a safety issue because if the student was sick or injured, I did not have an adult I could call. When I discussed this with my principal, he suggested going to the home with the school resource officer to obtain a contact number. After speaking with the MLL teacher at my school, I realized that a police officer showing up at their home could create a very fearful event. I do not know their immigration status, but with everything going on with ICE, I did not want to cause the family more stress. The MLL teacher and I decided to go together without a police officer. Fortunately, we were able to contact the family over the phone and did not have to go to their home. 

Finally, “Recipes for Resistance: Students, Families, and Teachers Confront ICE Through Community” added another layer to the conversation by showing that resistance can also look like care, belonging, and connection. I really liked this article because it reminded me that support does not always have to be loud or dramatic. Sometimes it can be something as simple and meaningful as creating opportunities for families to come together, share culture, and feel seen. The detail about a child carrying emergency phone numbers was incredibly sad, showing how much fear some children carry with them every day. At the same time, I appreciated that the article offered hope by showing how the community can help people feel less isolated. I also think it is important to connect these ideas to our own schools. I did find that the North Kingstown School Department has a policy, “JIK - Legal Responsibility in Regards to Educating Students and Immigration,” adopted on March 18, 2025, demonstrating that school districts are addressing protection for students concerned with immigration.   

Legal Responsibility in Regards to Educating Students and Immigration Policy