Can Children with ADHD Benefit From Instruction in Social and Emotional Intelligences?
Academic Leadership - Online Journal,
Vol. 8 No. 4 (2007): Vol-8-Issue-4-April-2007
Ben talks out, disrupts other students and won’t stay in his seat. Cindy can’t stay on task long enough to
complete one activity. Samuel doesn’t have friends because he says hurtful things to his peers. David
takes things that belong to others. These remarks and other similar observations are typical of teachers
who daily monitor students with Attention-Deficit Hyperactivity Disorder (ADHD).
Since their establishment, schools have played a central role in the socialization process of children.
Children and youth of diverse backgrounds, socioeconomic status, and varying ability are brought
together in large numbers on a daily basis. For many students, the hours they spend in school are the
best hours of the day to develop behaviorally and academically. The schools are responsible for
helping these individuals develop critical skills and essential life skills in order to live successful lives.
The repertoire of abilities goes further than the slender band of word-and-number skills that schools
traditionally focus on. By giving students the opportunity to improve, these educational institutions have
an enormous opportunity for gaining shared and collective values that help children sustain a safe and