Imorgon ska jag vara normal

Summary

This transcript reflects the personal journey of someone with ADHD through their school years, highlighting struggles such as misunderstandings from teachers, challenges with concentration, and feelings of isolation. The narrative discusses the frustration of not being understood, struggling with assignments, and dealing with conflicts. It emphasizes the importance of individualized attention, understanding, and a structured environment in education. The speaker envisions a dream school where teachers recognize students' unique needs, providing clear instructions, supportive strategies, and a collaborative relationship between parents and educators to ensure better outcomes for students with ADHD.

Takeaways

• 😀 The speaker reflects on their school experience, describing it as a mix of hell and heaven, with confusion, misunderstanding, and depression.
• 😀 The speaker feels they were misunderstood by teachers, particularly regarding their ADHD, which was not recognized or properly addressed.
• 😀 School was a struggle, with the speaker feeling like they were trapped, excluded, and misjudged, especially when their ADHD was not acknowledged.
• 😀 The speaker faced challenges with concentration and staying still in class, which made it difficult to focus and succeed in school tasks.
• 😀 Conflict and frustration arose when teachers failed to recognize or address the speaker's struggles, leaving them feeling isolated and misunderstood.
• 😀 The speaker describes their issues with large, open-ended assignments and long lessons that lacked engagement, making it hard to focus and complete tasks.
• 😀 The school environment itself, including loud classrooms and overwhelming noise, made it even harder for the speaker to concentrate on learning.
• 😀 The speaker struggles with the concept of homework, feeling it's unnecessary and counterproductive to their well-being and learning process.
• 😀 Morning routines and getting ready for school were challenging due to exhaustion and the pressure of having to catch up in class.
• 😀 The speaker's ideal school is one that provides understanding, structure, individualized support, and no homework, with teachers trained to assist students with ADHD.

Q & A

What were some of the challenges faced by the speaker during their school years?

The speaker faced challenges such as being misunderstood, dealing with confusion, and feeling isolated due to their ADHD. They struggled with concentration, completing assignments, and handling long lectures, especially in subjects like NO (Natural Science) and Math.

How did the school environment affect the speaker's mental and emotional well-being?

The speaker felt like school was a prison, with a lack of understanding and support. They experienced frustration from teachers not recognizing their ADHD, being labeled as difficult or problematic, and feeling excluded by classmates. This created feelings of loneliness, anxiety, and depression.

What did the speaker wish teachers would have done differently in their schooling?

The speaker wished teachers had recognized their ADHD earlier and understood its impact. They also desired smaller, more manageable assignments instead of overwhelming, large projects, and greater support and individualized attention for students with ADHD.

How did the speaker cope with the demands of school despite their struggles?

The speaker tried to manage by attempting to 'be normal' and fit in with their peers, but often failed to maintain this facade, which led to feelings of failure and anxiety. They also struggled with morning routines and completing homework due to exhaustion and lack of focus.

What impact did the lack of understanding of ADHD have on the speaker's schooling?

The lack of understanding of ADHD led to the speaker being misjudged, with teachers not offering the appropriate support. They were labeled as a troublemaker, and their difficulties in concentrating and completing tasks were not addressed, which worsened their struggles.

What was the speaker's experience with conflicts in school?

The speaker often found themselves in conflicts, mainly due to feelings of injustice or being misunderstood. These conflicts escalated quickly, and the speaker would lose control, leading to regret and anxiety later on. Teachers did not intervene effectively, which worsened the situation.

How did the speaker feel about school assignments and homework?

The speaker found school assignments, particularly large ones, overwhelming and struggled with focusing on them. They also disliked homework, seeing it as unnecessary since school should be the time for learning. They often didn't complete it, preferring to rest when at home.

What would the speaker's ideal school look like?

The speaker's ideal school would be one without homework, with teachers and special educators who understand and are trained to support students with ADHD. The school would focus on individualized learning and provide clear structures, schedules, and guidance to help students thrive.

How did the speaker feel about the transition to a larger school?

The speaker found the transition to a larger school challenging, as the increased noise and distractions in the classroom made it harder to concentrate. They also struggled with adjusting to the lack of teacher intervention to manage the noise and help with focus.

What role did teachers and parents play in supporting the speaker's education?

Teachers and parents played an important role in the speaker's education by maintaining open communication. The speaker appreciated when a teacher recognized their struggles and provided support through clear schedules and instructions. Collaboration between teachers and parents was key in helping the speaker manage their challenges.