ADHD medication from a schools perspective

Like any parent, you will probably respond emotionally and in anger. “There is nothing wrong with my child and the school is to be blamed.” After all, we dont enjoy receiving any form of criticism about our children, however well-intentioned. It is natural to be on the defensive, and parents begin to project the reason or cause by blaming somebody else. Sometimes feedback about our children awakens issues which we experienced years ago in the classroom.
In his book “What’s the Fuss about ADHD?” psychiatrist, Brendan Belsham stated that as a practitioner he has often found himself caught in the middle of a teachers concerns and a parents denial. Indeed many families come to see me under duress, having been issued a thinly-veiled ultimatum to have their children assessed, or else.”
This is far from an ideal beginning for any doctor-patient-school relationship, and a lot of time is spent easing this tense situation. But it doesnt have to be this way. How you as a parent are approached by the school or teacher can facilitate the process. There is a world of difference between I think that Johan must be put on Ritalin!” and “I have noticed Johan often daydreams in class and doesn’t finish his work. I’m concerned that his school work will deteriorate and his progress will be negatively affected. Let’s get professional assistance and support.”
Parents are often unsure about this, as there at least three different medical specialists to whom they might be referred. Schools often refer to these specialists somewhat interchangeably and randomly further compounding parents confusion. The truth is any one of the following doctors would be appropriate: n A child and adolescent psychiatrist who has specialised in childrens conditions; n A neurodevelopmental paediatrician. n A paediatric neurologist, with expertise in childhood neurology.
For completeness one should probably also include your general practitioner (family doctor) and general paediatrician.
Parents are often referred to a neurologist for an assessment. The school should include a scholastic observation report to assist the neurologist in his/her assessment. No teacher or school can prescribe to a doctor what he/she must do. However, it is within the teaching domain and framework of reference to request clarity for concentration, anxiety or if it is suspected that the child has absence or petit mal seizures, a type of epilepsy in which the brain switches off for short periods of time. A lot of emphasis is placed on concentration deficiencies, but aspect of anxiety is ignored. It is obvious that with every failure the child experiences, his/her levels of anxiety will increase and the self-esteem will be negatively affected.
Ideally, treatment should be holistic and include medication, behavioural modification, parental education, support, and training as well as close educational liaison. Studies in the USA have confirmed the long-term efficiency of medication over behaviour modification and routine community care.
The goal of treatment is to maximise functionality. It is often experienced that parents administer medication according to their own expectations, take children off medication without proper consultation, exchange dosages of different children result in in emotional chaos and deterioration of effective and quality education. Dr Keith W Heimann has indicated that research has shown “The benefits of administering medication regularly and more often than once a day and on school days only.” Remember, your child can and will only benefit from effective and quality education if he/she is fully supported by all aspects of the educational domain, (neurological, biological and socioeconomic). Submitted by Wynandus Bezuidenhout, executive manager for Protea School. Watch out for next months article on bullies in school: how, what and why?