Supporting students with ADHD in introductory physics courses: Four steps for instructors

TL;DR

This paper discusses strategies for physics instructors to support students with ADHD, emphasizing personalized approaches based on individual experiences to improve their success in STEM education.

Contribution

It provides insights from a student with ADHD on effective teaching strategies, highlighting the need for tailored support in physics courses.

Findings

Personalized support strategies are crucial for students with ADHD.

Instructor awareness of individual student needs improves learning outcomes.

Student perspectives inform effective instructional practices.

Abstract

The number of students with disabilities and specifically students with attention-deficit hyperactivity disorder (ADHD) entering postsecondary STEM education has been increasing in recent decades. However, many instructors and popular research-based curricula are not prepared to support such learner variation. The views and experiences of people with disabilities are not uniform, either across diagnoses or within a single diagnosis, such as ADHD. Thus, individuals' thoughts about how to support students with ADHD in physics courses will vary. We present views from one student with ADHD about strategies instructors can use to help her succeed in introductory physics courses.