Problem Solution

Addressing ADHD Challenges in Palestinian Schools

Written by Bayan Shamasneh

Can you imagine being in a whirlwind of thoughts, where your mind is always active and pulls you towards a surge of energy you cannot control? Can you picture being in a world that keeps changing, trying hard to manage a paper airplane in a storm, finding it tough to steer it smoothly in the right direction? This problem is known as attention deficit hyperactivity disorder (ADHD), and it's the world millions of school students experience daily, struggling with this neurological disorder where they can't control specific behaviors. ”Attention deficit hyperactivity disorder (ADHD), also sometimes referred to as attention deficit disorder (ADD), or hyperkinetic disorder (HKD), is a neurobiological disorder caused by an imbalance of some of the neurotransmitters found in the brain, called norepinephrine and dopamine.” (Veronese, G. 2015). This problem affects children and adults, limiting their ability to function effectively throughout the day. It is an enduring issue characterized by symptoms of impulsivity, distraction, and the brain’s inability to regulate and manage itself smoothly. It leads to impulsivity, direct emotional reactions, and lack of focus and attention, especially in Palestinian schools, where they suffer from numerous challenges that do not assist students with ADHD. Therefore, addressing ADHD in Palestinian schools requires creative educational strategies and a supportive learning environment to enhance students’ focus and active participation, ultimately improving the educational process.

In Palestinian schools, some teachers face significant challenges with students who have ADHD, and this is an increasing concern for education. “The prevalence of ADHA in the West Bank was higher than previously believed. Based on screening questionnaires or assessment scales, prevalence rates ranged from 5% to 9%. Although these children usually do not suffer from specific disorders, the clinical proportion of cases (requiring clinical evaluation) is much lower, ranging from 1% to 2%.” (Thabet, A., AI Ghamdi, 2010). One of the expressions of ADHD in students is the inability to focus on a single topic, constantly thinking about multiple subjects concurrently, rashly, lack of internal control over physical or mental balance, and hyperactivity, where the student cannot remain still and needs to move continuously. Further, the occurrence of ADHD among students in Palestinian schools is impacted by several primary factors, including the poor economic situation in Palestine which means many schools lack ideal learning environments for students with ADHD, as small classrooms compared to the number of students and unqualified facilities in unsuitable locations contribute to constant noise and disruption, worsening issues rather than solving them. Also, academic pressures stemming from exacting subjects, educators’ lack of adaption of modern teaching methods, emphasis on memorization, continual assessments, and consecutive assignments play central roles in the frequency of ADHD among students. Additionally, the lack of teachers skilled in dealing with students who suffer from this issue and neglect them by not responding to or assisting them can exacerbate the student problem. These reasons will negatively affect and encourage the emergence of ADHD, possibly leading students to develop serious psychological conditions, causing harm to themselves and other students, as they become constantly anxious, stressed, and unable to control their rash behaviors. In addition to low motivation to study and poor academic performance due to constant distraction and inability to organize thoughts and control cognitive processes, the student’s inability to comprehend lesson topics correctly leads to continuous, negative impact. It will also impact the student’s self-confidence due to social removal, weakened social relationships stemming from impulsivity and lack of behavioral control, and academic underachievement resulting from continuous distraction and lack of focus, potentially leading to further loss of confidence and eventual school withdrawal. In summary, addressing the challenges of ADHD in Palestinian schools requires not just providing resources but also understanding, compassion, and effective strategies to empower both students and teachers in creating a better learning environment.

To effectively address the challenge of hyperactivity and attention deficit disorder among students in Palestinian schools, several practical solutions can be implemented to achieve positive change. One solution is to train teachers on how to effectively manage students with ADHD by maintaining emotional and psychological balance and being well-versed in expected behaviors. This includes helping students with relaxation and self-control strategies, such as deep breathing to reduce stress, and positively reinforcing the student without labeling them, using a good and positive manner of communication to make the student more comfortable and thus positively affect their psychological well-being. Another solution is for the teacher to adopt instructional methods suitable for students with ADHD by planning lessons appropriately, such as setting clear objectives and engaging students with activities that utilize their energy, like role-playing or scientific experiments. Also, expanding activities with short durations, creating an organized classroom environment, starting with lesson objectives, asking open-ended questions, progressing from simple to complex topics, engaging, and providing feedback to integrate experiences, all help maintain student focus and interaction. Another useful solution is for the school to reorganize extracurricular activities, such as providing access to basketball or soccer courts, swimming pools, or sports clubs. If this is possible, the school can arrange periodic trips to places within Palestine that offer these facilities, helping students, especially those with ADHD, to release their energy and reduce stress. Moreover, teachers can assist students in organizing their study time effectively to prevent feelings of pressure and distraction, particularly before exams, thereby improving focus and academic performance. Another important solution is guiding parents on how to support their children with ADHD, ensuring balanced parenting, and avoiding behaviors like smoking or drinking in front of the children. Parents should also minimize conflicts, discuss issues calmly, listen to their children, and help them organize their activities to reduce hyperactivity and lack of focus. Through teacher training, organized activities, parental guidance, and extracurricular programs, schools in Palestine can effectively address issues with students who have ADHD, leading to successful educational outcomes and positive changes. 

To sum up, schools in Palestine face many hurdles with students who have ADHD, as teachers strive to overcome this challenge. The lack of teacher training and poor teaching environment worsen the problem. However, Through classroom and extracurricular activities, along with parental cooperation, the aggravation of ADHD symptoms can be significantly reduced, fostering a safe and interactive environment for students and achieving academic and educational success. The way Palestinian schools deal with this problem will not only address it but also prepare the way for academic advancement in various fields of developmental education. Thus, improving education will produce a new generation that continues this progress, leading to progress, prosperity, and the advancement of the country and society.

References

Lincă, F. (2019). TEACHERS’ ATTITUDES TOWARD THE INCLUSION OF STUDENTS WITH ATTENTION DEFICIT/HYPERACTIVITY DISORDER (ADHD). Journal of Pedagogy - Revista de Pedagogie, LXVII(2), 47–63. https://doi.org/10.26755/r2evped/2019.2/47

Thabet, A., Al Ghamdi, H., Abdulla, T., Elhelou, M.-W., & Vostanis, P. (2010). Attention deficit-hyperactivity symptoms among Palestinian children. https://applications.emro.who.int/emhj/V16/05/16_5_2010_0505_0510.pdf

Thesis, Sa, D., Khalil, K., & Veronese, G. (2015). The diagnosis of ADHD in Israel and Palestine: Stereotype, Prejudice and the Influence of the school system policies. https://boa.unimib.it/bitstream/10281/101995/1/phd_unimib_761015.pdf