3 LD and ADHD Myths Holding Students Back

At Applerouth, we know from the research and (even more powerfully) from first-hand experience that when a student starts to believe in their abilities, everything starts to change. We also know that developing strong self-belief isn’t always easy for today’s tweens and teens, especially if they have a learning or attention difference. One reason is that kids who learn and think differently are often misunderstood by both peers and adults. In honor of LD, ADHD, and Dyslexia Awareness Month - and in the spirit of building self-belief - we’re here to bust some common myths.

Myth #1: ADHD is Not Real (a.k.a. It’s just a behavior problem.)

This myth cuts right to the root of why so many children and teens with ADHD might feel misjudged by others. Too often, people see the behavioral manifestations of ADHD and think the child is willful. But this underestimates the well-documented differences and challenges that are underlying those behaviors. ADHD stems from real differences in brain development. And while these differences can serve as an advantage in many real life settings, they also pose challenges in other settings, especially in a traditional school environment. Students with ADHD can be wildly successful in school and beyond but the first step to ensuring they get the support they need is to recognize that their challenges are real.

Myth #2: Dyslexia “Goes Away” Once You Learn to Read

Dyslexia is the most commonly diagnosed and probably most well-known learning difference. But that doesn’t mean Dyslexia is as widely understood as it should be. It’s a common myth, for example, that the learning difference ceases to be relevant once a child has learned to read. A similar myth is that children eventually “outgrow” dyslexia. Similar to ADHD, dyslexia is rooted in real differences in how the brain works. A child with dyslexia can learn to read with the right approach but they are still dyslexic even once they become a skilled reader. This is important because dyslexia can affect children (and adults) in areas beyond basic reading instruction. For example, an 11th-grader with dyslexia may now be a highly-skilled reader but still read at a slightly slower pace than their peers or fatigue more easily when heavy amounts of reading are assigned. These challenges can be addressed with accommodations, like extended time on tests.

Myth #3: Students with Learning and Attention Differences are “Bad Students”

If there is one thing to take away from this post it’s that learning and attention differences say nothing about a person’s intelligence or potential to succeed in school or life. Some students with ADHD or learning differences indeed struggle in school, especially if they do not receive adequate support and accommodations; however, their potential to succeed beyond school is limitless. Richard Branson has frequently commented on the ways that dyslexia actually served as an advantage for him and has partnered with LinkedIn to make “dyslexic thinking” an official skill the individuals can list on their profiles. Importantly, many students with ADHD or learning differences are excellent students who pursue extremely challenging coursework, and some students identify as twice-exceptional (“2e”), meaning they are both intellectually gifted and neurodivergent.

Chipping away at these myths can be incredibly powerful. To learn more join Premium Tutor and Executive Function Coach Jenna Berk later this month for our LD/ADHD/2e: How to Support Students Who Learn Differently.