Equitable Behavior & Classroom Management Practices for ADHD

Credit

Speaker

Evelyn Polk Green, MSEd Related seminars and products

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Evelyn Polk Green, MSEd, is a nationally recognized advocate, educator, and leader in the ADHD and mental health communities. She is a past president of the Attention Deficit Disorder Association (ADDA), serving on its board for over a decade, including more than 10 years as president, and has also served as a national board member and president of CHADD.

An adult with ADHD and the mother of two adult sons with ADHD, Evelyn brings lived experience and professional expertise to her work. She holds bachelor’s and master’s degrees from National Louis University and a second master’s degree from Northern Illinois University.

For nearly 30 years, Evelyn has championed ADHD awareness, particularly in marginalized and underserved communities, representing the family and educator voice at national forums including the National Institutes of Mental Health, the US Surgeon General’s Office, and the National Academies of Sciences, Engineering, and Medicine.

She recently retired from a 39-year career with Chicago Public Schools and is the recipient of numerous honors, including the Jeanette McCollum Award for service in the field of early childhood education and induction into the 2025 CHADD Hall of Fame.

 

Speaker Disclosures:
Financial: Evelyn Polk Green receives a consulting fee from QBTech. She receives a speaking honorarium and recording royalties from PESI, Inc. She has no relevant financial relationships with ineligible organizations.
Non-financial: Evelyn Polk Green is a member of the Attention Deficit Disorder Association, the Children and Adults with Attention-Deficit/Hyperactivity Disorders, the National Association for the Education of Young Children, and the National Black Child Development Institute.

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Objectives

1. Implement equitable practices that create a positive and inclusive classroom environment for all students, particularly those with ADHD, fostering a sense of belonging and enhancing their overall learning experience. 
2. Apply a range of evidence-based classroom management strategies specifically tailored to students with ADHD, fostering an inclusive and supportive learning environment. 
3. Utilize proactive interventions such as sensory-friendly arrangements, structured routines, and positive reinforcement techniques, fostering a harmonious and engaging learning space for all students. 

Outline

ADHD and Its Manifestations:  

• What ADHD is and its different subtypes 
• Common misconceptions and stereotypes about ADHD. 
• Key manifestations and challenges that ADHD students face in the classroom 
• Interactive activity: Case studies to illustrate various ways ADHD presents in students 

Tailoring Classroom Management for ADHD 

• How to build positive teacher-student relationships 
• Most effective evidence-based strategies that work 
• Proactive techniques to prevent behavioral issues and maintain an inclusive environment 

Fostering Self-Regulation and Positive Behavior: (15 minutes) 

• How to gain long-term benefits of self-regulation for academic success and personal growth 
• Techniques to help students develop better impulse control, focus, and emotional regulation 

Implementing Empathetic & Equitable Practices: (15 minutes) 

• Shifting perspective: Understanding ADHD as a neurodevelopmental condition, not a choice 
• Overcoming challenges of balancing order, inclusivity, and belonging in the classroom 
• Impact of our own bias and personal perspective 
• Strategies for creating an equitable classroom environment that benefits all students 

Target Audience

• Teachers/School-Based Personnel 
• School Administrators 
• Social Workers 
• Case Managers 
• Psychologists 
• Licensed Clinical/Mental Health Counselors 
• Speech-Language Pathologists 
• Occupational Therapists 
• Occupational Therapy Assistants