Community Connection: Helping Children Overcome Difficulties

A Better Lens: Helping Your Child Overcome School Difficulties Through Early Support

by Dr. J. Waco Goodnight, MD, FAAP – McKenzie Health Pediatrician

As a pediatrician with over a decade of experience, I’ve often encountered misconceptions parents and educators have about children’s struggles in school, particularly related to behavior, learning, and mental health.

First, it’s important to understand the brain’s remarkable plasticity. Children’s brains evolve, adapt, and become more intelligent with age. Problems such as behavioral disruptions or academic difficulties are commonly misunderstood.

Often, adults assume these issues are purely behavioral, best addressed with simple reward and punishment systems or behavior charts. While these tactics can be effective, their true measure is clear within three to six months. If targeted interventions haven’t yielded substantial improvements in that timeframe, it’s very likely you’re not dealing with a purely behavioral issue.

Conditions such as ADHD, anxiety, dyslexia, and other learning disabilities are examples of issues that can’t simply be “fixed” by reward systems alone. Early evaluation is critical because of the brain’s ability to adapt. Addressing these problems when children are young can significantly reduce the need for medication or intensive interventions later. A dyslexic child helped between ages five and seven often learns they are just as capable as their peers, gaining confidence and success in school. Conversely, waiting until they’re teenagers to intervene can lead to entrenched issues, requiring extensive emotional and academic support.

Unfortunately, obtaining evaluations for learning or mental health disorders can be challenging. Although school systems provide Individualized Education Plans (IEPs) for medical and learning disorders and 504 Plans for non-medical behavioral issues, resources are strained. Schools are often overwhelmed, prioritizing the most severe cases, leaving other deserving children without necessary support. Teachers and staff are frequently under-supported and ill-equipped due to poor allocation of funds for these children.

Therefore, it’s crucial for parents to advocate actively. I strongly recommend submitting written requests for evaluations directly to school counselors or principals, ensuring these requests are signed, dated, and delivered in person. Additionally, pediatricians can provide private referrals to specialists to catch the children who are falling through the cracks. Although costs can vary, these evaluations are a worthy investment in your child’s future.

Concerning disorders like ADHD or anxiety, symptoms can appear even before age five. It’s important to consult a pediatrician with extensive experience (typically over five years) or a pediatric psychiatrist. Despite stigma and long wait times, experienced pediatricians are vital resources, often managing complex cases efficiently.

Red flags include persistent behavioral issues resembling younger developmental stages, such as severe tantrums at age four or five that don’t improve despite standard parenting techniques. While standardized screening forms between ages three and five are limited, psychological institutions and experienced pediatricians can provide great evaluations, sometimes just by sitting and talking with the parents. When evaluating your child, examine family history closely. A history of ADHD, anxiety, bipolar disorder, schizophrenia, or substance abuse may indicate genetic predispositions warranting proactive evaluations.

It’s essential to recognize drug abuse often originates from untreated mental health disorders. Untreated anxiety can lead to alcoholism, unmanaged ADHD to stimulant abuse, and chronic pain to opioid dependence. Appropriate, early medical intervention significantly reduces the likelihood of substance abuse later.

I want to reassure parents: a good doctor does not rush to medicate children. Medication is prescribed thoughtfully, with full parental agreement, and solely when beneficial. Pediatric psychiatrists, with their expertise in complex cases, provide invaluable guidance, particularly for children who may become more complicated over time.

Parents capable of self-directed learning should begin by educating themselves about their child’s potential condition. Understanding disorders such as ADHD or anxiety allows parents to employ effective parenting strategies, often negating or minimizing the need for medication. Numerous books and online resources exist for managing behavior problems, tantrums, ADHD, anxiety, and learning disabilities, as well as navigating school systems. Being informed makes dealing with cumbersome educational processes far easier.

Recommended resources:

Books:

• “Smart but Scattered: The Revolutionary ‘Executive Skills’ Approach to Helping Kids Reach Their Potential” by Peg Dawson and Richard Guare (ADHD)
• “Anxious Kids, Anxious Parents: 7 Ways to Stop the Worry Cycle and Raise Courageous and Independent Children” by Reid Wilson and Lynn Lyons (Anxiety)
• “Overcoming Dyslexia” by Sally Shaywitz, M.D. (Learning Disorders)
• “The Happiest Toddler on the Block” by Harvey Karp (Toddler Behavior)
• “Wrightslaw: From Emotions to Advocacy – The Special Education Survival Guide” by Peter Wright and Pamela Wright (Navigating School Systems)

Free Electronic Resources:

• Understood.org (Learning disabilities and ADHD)
• CHADD.org (Children and Adults with Attention-Deficit/Hyperactivity Disorder)
• adaa.org (Anxiety and Depression Association of America)
• ncld.org (National Center for Learning Disabilities)

Finally, a guiding analogy has profoundly influenced my practice: consider a child struggling academically. If they could simply snap their fingers to earn excellent grades, avoid trouble, and excel effortlessly, they undoubtedly would. No child consciously chooses to fail or be problematic. It’s as irrational as choosing blindness. Yet, like a child who needs glasses to see clearly, these children need appropriate tools—therapies, interventions, or medication—to succeed academically and socially.

Remembering this analogy ensures we don’t mistakenly label children as “lazy” or “unmotivated.” Instead, we actively seek the underlying cause, offering necessary support that transforms their lives. Early identification and intervention can mean the difference between lifelong struggle and lasting success.

For an appointment, please call 701-444-2235.