Shifting Focus from Effort to Strategy: Empowering Students with ADHD

Effort is a fundamental aspect of success, or so we’ve been led to believe. From early childhood, we’re taught the value of trying our best, of giving it our all. However, when it comes to students with ADHD, this traditional emphasis on effort can be both misleading and counterproductive.

False Growth Mindset

Carol Dweck’s concept of the growth mindset, advocating for resilience and perseverance in the face of challenges, has permeated educational systems worldwide. True growth mindset isn’t just about working harder; it’s about understanding that our abilities are not fixed and that learning from mistakes is integral to progress. But somewhere along the line, the message got distorted.

Instead of understanding growth mindset  as embracing learning from mistakes and adapting strategies, it became synonymous with simply exerting more effort, more intensity in doing the same thing.

This misunderstanding can be detrimental, leading to a deterioration of self-concept rather than fostering genuine growth and adaptation.

The Impact of Misconceptions on ADHD Students

For students with ADHD, this misconception can be particularly damaging. They often find themselves trapped in a cycle of “try harder tomorrow” without ever receiving the support and guidance they truly need. The problem doesn’t lie in their effort; it lies in the strategies they lack to effectively manage their symptoms.

ADHD: An Explanation, Not an Excuse

ADHD isn’t an excuse; it’s an explanation. It explains why impulsivity is a constant struggle, but it doesn’t excuse the consequences of that impulsivity. 

What these students need isn’t a directive to try harder; they need tailored strategies to help them navigate their challenges effectively.

When progress reports are littered with comments like “needs to put more effort into,” it sends a harmful message to the child. It suggests that their neurodevelopmental differences are a moral failing, leading to a damaging cycle of self-blame and resignation.

Shifting the Focus to Strategy

Instead of focusing solely on effort, we need to shift our attention to strategy. It’s about working smarter, not harder.

Effort and ability are inverse concepts. When a task is relatively easy, less exertion is required. Thus, it’s challenging to justify offering effort-based comments and judgments to ANY student, especially when a percentage of every classroom consists of naturally skilled and organized students effortlessly achieving high honors

Effort alone isn’t the sole determinant of success. We must acknowledge the multitude of factors that influence a student’s level of commitment, from engagement and motivation to cognitive load and agency.

For students with ADHD, this means providing explicit guidance on developing and implementing effective strategies. It means recognizing that what works for one student may not work for another and tailoring support accordingly. It means reframing the conversation from “try harder” to “try differently.”

Shifting Praise from Effort to Strategy

Effort will always be important, but it’s not the be-all and end-all. By shifting our focus to strategy, we can empower students with ADHD to thrive academically. It’s time to move away from the dangers of false growth mindsets and towards a more nuanced understanding of success—one that celebrates adaptability and the power of strategic thinking.

Teachers and caregivers can play a crucial role in this shift by providing process and strategy praise, focusing on how a student accomplishes a task rather than just their hard work or outcome.

This approach helps students recognize the value of effective strategies and problem-solving skills. For instance, instead of saying, “You’re working really hard on this,” teachers can say, “I can see you’re using some great strategies to tackle this.” 

This type of feedback not only acknowledges the student’s effort but also reinforces the importance of strategic thinking and adaptability. By naming and noticing the strategies used, teachers can help students develop a toolkit of approaches that can be applied across different tasks and challenges, fostering a more resilient and empowered approach to learning.

Let’s remember, ADHD kids are already trying hard—they need our support in finding the right strategies to navigate their challenges effectively.