Parenting a child with ADHD can feel overwhelming—but it also presents a powerful opportunity to nurture resilience, self-awareness, and connection. Drawing on the work of Dr. Russell A. Barkley—renowned for his research into ADHD as a disorder of self-regulation and executive function—this article offers warm, professional, and educational guidance tailored to families in Fort Saskatchewan and surrounding areas.
Understanding ADHD Through Barkley’s Lens
- ADHD is a neurodevelopmental, chronic condition, not merely misbehaviour or lack of effort.
- It often persists into adolescence and adulthood, with only a minority outgrowing symptoms completely.
- ADHD is highly heritable and rooted in differences in brain functions—especially executive functioning, like impulse control and working memory.
Barkley’s Core Parenting Principles
From his book 12 Principles for Raising a Child with ADHD, here are key strategies you can implement at home:
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“Use the Keys to Success”: Focus on identifying and building on your child’s strengths, rather than trying to fix weaknesses.
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“Remember That It’s a Disorder!”: Respond with compassion, not blame—understanding ADHD shifts the tone from conflict to support.
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“Be a Shepherd, Not an Engineer”: Guide lovingly rather than controlling—steer your child toward goals instead of trying to micromanage every behaviour.
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- “Mindful Parenting: Be There and Be Aware”: Be fully present, minimize distractions, and practice awareness during interactions.
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- “Touch More, Reward More, Talk Less”: Offer frequent, positive reinforcement and reduce lengthy lectures or corrections.
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- “Be Proactive—Plan for Difficult Situations”: Anticipate challenges (e.g., transitions, new environments) and prepare strategies in advance.
Practical Applications at Home
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Barkley Principle |
How to Apply It Daily |
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Use the Keys to Success |
Encourage tasks your child enjoys and excels at—celebrate progress, not just perfection. |
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Remember, It’s a Disorder |
Frame struggles as part of ADHD—not intentional misbehaviour. Modelling self-compassion matters. |
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Be a Shepherd, Not an Engineer |
Offer gentle, consistent steering: “Let’s pick a quiet spot for homework,” rather than forcing. |
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Mindful Parenting |
Put away screens during together time. Acknowledge feelings: “I see that’s hard—let’s take a breath.” |
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Touch More, Reward More |
Use a sticker chart, high-fives, or a brief “You did it!” rather than long explanations. |
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Be Proactive in Planning |
Before outings, outline the plan together. Create a quick coping card for busy moments. |
Collaborating with Schools and Teachers in Fort Saskatchewan
Working closely with your child’s school can make a tremendous difference in how they experience success with ADHD. Dr. Russell Barkley emphasizes that children with ADHD often require more external structure, immediate feedback, and consistent reinforcement than their peers. By collaborating with teachers, you can help create an environment where your child feels supported both academically and emotionally.
Sharing Barkley’s Approach with Educators
Not every teacher has in-depth training on ADHD, so it can be helpful to share a few key principles:
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ADHD is primarily a challenge of self-regulation and executive functioning, not simply motivation.
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Children need more immediate, frequent reinforcement than peers to stay engaged.
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Visible cues, shorter instructions, and predictable routines are essential supports.
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Reframing ADHD in this way helps teachers understand that your child’s challenges are not about willpower or effort, but about how their brain processes information and manages behaviour.
Practical Classroom Strategies Parents Can Request
Here are specific accommodations you might suggest when meeting with teachers:
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Visible rules and reminders posted in the classroom.
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Immediate feedback, with praise or correction given right away.
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Varied reinforcement, such as sticker charts, points, or small privileges.
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Breaking tasks into smaller steps to reduce overwhelm.
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Preferential seating near the teacher to minimize distractions.
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Short movement breaks during longer lessons.
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These strategies reflect Barkley’s view that children with ADHD benefit most from externalized supports rather than relying on self-regulation alone.
Developing an Individualized Support Plan (ISP)
In Alberta, families can request an Individualized Support Plan (ISP) through their school. An ISP is a collaborative document that outlines tailored strategies to help your child succeed. This plan might include:
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Structured routines for transitions and daily activities.
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Advance preparation for challenging situations, like assemblies or group work.
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Positive behaviour supports, such as token systems or daily report cards.
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Collaborative goals that target both academic progress and emotional regulation.
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Because ISPs are living documents, parents should revisit them regularly with teachers to adjust strategies as their child grows and their needs evolve.
Building Relationships with Teachers
Strong partnerships between home and school are just as important as formal plans. Parents can:
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Check in regularly with teachers through email or brief conversations.
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Celebrate successes, not just challenges, to reinforce what’s working.
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Use a team-based approach, asking, “How can we help my child together?”
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Final Thoughts
Parenting a child with ADHD isn’t about “fixing” them—it’s about guiding with empathy, understanding, and strategy. By embracing Barkley’s principles—seeing ADHD as a real, manageable neurodevelopmental condition, emphasizing strengths, practicing mindful connection, and planning ahead—you’re empowering not only your child, but the whole family dynamic.
