Every neurodiverse child is different, so these tips are my experiences of the children and teens with ADHD whom I have taught. When you think of ADHD, you may think of always being on the go, not being able to focus, but ADHD is more than that. From a singing perspective, it can mean not being able to retain lyrics, struggling to engage in performance and overall lack of confidence. However, many ADHD children connect with music in a way they don’t with words. I have often seen the language of music connect with the ADHD brain, allowing students to express themselves in a way they cannot through speaking and writing. There is a lot of research on the connections between ADHD and musical aptitude, and I shall post some links.
Here are some of the things I have learnt from my experience of teaching ADHD students
- Give students space to adjust to the lesson space. This could mean allowing them to have a quick fiddle with the equipment in the room, or to unload verbally what they need to tell you, so they can focus for the rest of the lesson.
- Set clear boundaries and have realistic expectations. Let the students know that after those few minutes of adjusting to the space, you now require their attention. Be firm about the boundaries but not confrontational. Know that students will get distracted and be willing to accept this; be patient when returning them to task.
- Get to know the student. Getting boundaries in place and building respect will take time. Spend time getting to know the student and ask them how they learn. Speak to colleagues and parents about effective strategies. Try them out and see what works for you and the student. This can take time, and it may feel like you are not building a bond, but don’t give up. It can take a while to build trust.
- Make notes. Record your observations and what strategies you have used, and what was successful. You will then inform your lessons
- Be flexible. Go into a lesson knowing you might not get everything done you want to. Your student may be dis-regulated and difficult to engage that day. They may be curious about something you are covering in the lesson and use that opportunity to inspire them.
- Don’t over-explain. Some ADHD students struggle to take in information, for example, the context of a song or chord structures. Give information in short chunks for better retention. Don’t expect your student to retain all the information you give them; it won’t always happen. Be prepared to repeat yourself without getting frustrated.
- Work with exam boards to make reasonable adjustments. At least 30% of the students I teach are neurodiverse. Exam boards are great at making adjustments for students; I have not come across a board that will not. These adjustments could be using the lyrics or recording exams in stages.
- Enjoy the musical journey. Embrace the neurodiversity, embrace the difference and enjoy the music you make together. It might not be conventional, but it will be exciting. Go with the flow and enjoy the ride.
Case Study
When I first met A, I felt I would never be able to meet his needs and improve his voice. I really struggled to connect with him. He has ADHD and struggles at school with concentration and discipline. I actively took the time to get to know him, communicating with staff and parents to get insight into him and his needs, and I persevered.
It took almost a term to fully understand A and comprehend his needs and how his neurodiversity affects him. I started giving him something to fiddle with in lessons. This was my way of acknowledging his needs and saying to him, “It’s ok to fiddle, as it helps you focus.” I learnt that he liked to listen to a song before singing it to help him remember it. As he grows in confidence, he needs this less and less in lessons.
Now, when we start lessons, he is often keen to show me on the keyboard what he has learnt. This helps his brain focus on his lesson and allows him to release some of his pent-up energy. He also respects that when I say it is learning time, he gives me his full attention. A has a real connection with music and is very well-behaved in my lessons and in his GCSE music lessons. Music allows him to express himself in a safe environment.
A’s next steps are to complete his first exam. something I was not sure he could do when I first met him. He has taken the lead in choosing songs, and we have a great selection. It is a privilege to guide him on his musical journey.
Music and the ADHD brain.
https://pmc.ncbi.nlm.nih.gov/articles/PMC11762814/#sec5-behavsci-15-00065
https://discovery.ucl.ac.uk/id/eprint/10145498/1/Wilde%20&%20Welch%202022.pdf
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