Discipline of ADHD Students in Public Schools
The NIH (National Institute of Health), (2012) defines ADHD (Attention Deficit Hyperactivity Disorder) as a “childhood brain disorder” (p. 1). It further defines the symptoms as, difficulty paying attention, hyperactivity, and impulse control (NIH, 2012). This behavior is known to be challenging at both home and school. The typical discipline practices for this cohort range from behavior support to forceful action. According to the Human Rights Watch (2009) “Corporal punishment is prohibited under international law and in many US settings, including most juvenile correction facilities, yet it continues in public schools” (p. 15).
Pros – Behavior Support
1. Fosters a non-violent response environment
The NIH (National Institute of Health), (2012) defines ADHD (Attention Deficit Hyperactivity Disorder) as a “childhood brain disorder” (p. 1). It further defines the symptoms as, difficulty paying attention, hyperactivity, and impulse control (NIH, 2012). This behavior is known to be challenging at both home and school. The typical discipline practices for this cohort range from behavior support to forceful action. According to the Human Rights Watch (2009) “Corporal punishment is prohibited under international law and in many US settings, including most juvenile correction facilities, yet it continues in public schools” (p. 15).
Pros – Behavior Support
1. Fosters a non-violent response environment