Finding the right learning tools for a self-contained special education classrooms can be a challenge. Teachers need resources that are engaging, accessible, and tailored to meet the diverse needs of their students. That’s why AI-Learners is a must-have tool for self-contained classrooms!
Disclosure: This post was created in partnership with AI Learners. I was compensated for this content, but all views and opinions are entirely my own.
What is AI Learners?
AI-Learners is a web-based learning platform designed to help students with all abilities learn early math and literacy through personalized computer games and analytics. The platform uses interactive games with personalized learning pathways to make learning more engaging and approachable for students with disabilities and beyond.
“I like that it is a easy way for me to have something for kids to do for independent work time. It is very convenient.” – Leslie, Special Education Teacher
Why Does AI Learners Work for Special Education Classrooms?
Engaging, Game-Based Learning AI-Learners turns math and reading into interactive games at their level, keeping students motivated. This is a game-changer for students who struggle with traditional worksheets or busy overstimulating websites.
Personalized to Each Student (perfect for special education!) The best part about this learning platform is that AI Learners adapts to each learner’s skill level, providing individualized lessons and support. This is perfect for self-contained classrooms, where students are often working at different levels and on different topics. It takes the pressure off the teacher to differentiate.
Built-In Accessibility Features AI-Learners includes features like text-to-speech, color contrast adjustments (This feature is a GAME CHANGER), and alternative input methods to ensure that all students can access and engage with the content.
I love that you can toggle between real images and clipart for sorting games, increase and decrease font sizes, change color contrast, and decrease visual complexity settings.
Perkins School for the Blind has approved of this resource as a platform for online games that has low vision and CVI options as well as being accessible to switches, eye gaze, and screen readers! This is a huge win in the accessibility forefront!
Progress Tracking for Teachers Teachers can easily monitor student progress, making it simple to adjust instruction and celebrate student growth. No more guessing if a student is improving—AI-Learners provides real data, something special education teachers can use to track IEP goals and show student growth!
New Feature for Special Education!
AI Learners just launched a new feature for social narratives! Teachers can choose from a library of premade stories and the stories are read aloud. They can also create personalized stories based on their students and use multiple choice to assess afterwards.
A Must-Have for Special Education
For teachers looking to integrate differentiated, engaging, and accessible math instruction into their classrooms, AI-Learners is a must have. I love that is differentiated and meets students where they are and tracks student growth- one engaging game at a time!
The creator of AI Learners, Adele, with her sister Lara.
Unlike other AI programs available, this one is really created with self-contained classrooms in mind. The creator has a younger sister with Rett Syndrome, which inspired her to create a tool that is accessible for students of all abilities (especially in special education classrooms). Adele stressed to me that it is very important to her that the tool is inclusive for all, and that’s something that we love to hear at Simply Special Ed.
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Have you ever had to teach reading to non-speaking students? While this can be a unique challenge, it is possible with the right strategies and resources. In this post, I’ll share some of the key strategies I use, along with valuable resources like core vocabulary materials and reading comprehension materials that support literacy development for non-verbal students.
Incorporating Core Vocabulary Materials into Reading Instruction
Teaching reading to non-speaking students requires a focus on core vocabulary. Core vocabulary is a set of high-frequency, versatile words that make up most of our everyday communication.
These words, such as “go,” “want,” “help,” “more,” “stop,” “like,” and “not,” are essential because they can be used in multiple contexts and across various subjects. Unlike fringe vocabulary, which includes more specific words (e.g., “penguin,” “pizza,” “volcano”), core words allow non-speaking students to express a wide range of thoughts using a limited set of words.
Core vocabulary is essential for teaching reading to non-speaking students who use AAC (Augmentative and Alternative Communication) because it gives them a foundation for communication, literacy, and independence. Educators help students develop meaningful language skills that support both spoken and written communication by teaching core words alongside phonics and comprehension strategies.
These materials include:
Adapted books that reinforce core vocabulary.
Interactive reading tasks where students match core vocabulary words to pictures.
Special education teachers should use core vocabulary for teaching reading to non-speaking students because it provides them with a consistent and functional set of words that they can use across various settings and communication opportunities.
By integrating these words into literacy instruction, teachers help all students build a strong foundation for reading while also supporting their ability to express themselves through AAC or other communication methods. Teaching core vocabulary alongside phonics and comprehension strategies empowers non-speaking students to engage with text, develop language skills, and increase their independence in communication and learning.
One-on-One Guided Reading Lessons for Non-Speaking Students
For my non-speaking students, I conduct one-on-one guided reading sessions using a combination of traditional books and technology. I integrate their AAC (Augmentative and Alternative Communication) devices to support communication and literacy learning.
During these sessions, I:
Encourage students to point to words as I read aloud.
Use their AAC devices to locate core vocabulary and fringe words related to the text.
Engage students in spelling and word recognition activities.
One-on-one guided reading lessons are essential for non-speaking students because they provide individualized support that meets their unique communication and literacy needs. In a one-on-one setting, teachers can tailor instruction to each student’s learning style, incorporating AAC, visual supports, and multimodal strategies to build comprehension and decoding skills.
These lessons create opportunities for students to engage with text in a meaningful way, whether by selecting words on a device, pointing to pictures, or using gestures to show understanding. Guided reading also allows for immediate feedback, repetition, and scaffolding, which are critical for developing early literacy skills. By providing direct, focused instruction, teachers empower non-speaking students to become confident readers and effective communicators.
Enhancing Reading Comprehension for Non-Speaking Students
Reading comprehension is just as important as decoding words when teaching reading to non-speaking students. My reading comprehension materials include:
-Comprehension tasks that allow students to demonstrate understanding using picture choices, pointing, or AAC devices.
-Visual supports that help students make connections with the text.
-Simple WH-question prompts tailored to non-speaking students.
Teaching reading comprehension to non-speaking students is essential because it allows them to actively engage with the text, develop critical thinking skills, and build meaningful connections to language and communication. Comprehension goes beyond simply decoding words—it helps students understand stories, follow directions, and gain knowledge about the world around them.
For non-speaking students, strong comprehension skills enhance their ability to express thoughts, answer questions, and participate in conversations using AAC or other communication methods. By focusing on comprehension, teachers empower students to become more independent learners, boost their confidence, and open up new opportunities for academic and social success.
Final Thoughts on Teaching Reading to Non-Speaking Students
Teaching reading to non-speaking students requires a combination of evidence-based strategies and accessible resources. By utilizing core vocabulary materials, reading comprehension tools, and structured literacy instruction, we can empower non-speaking students to develop strong literacy skills.
Let’s continue to create inclusive classrooms where all students have the opportunity to thrive in literacy learning!
I passionately disagree with the phrase “blood is thicker than water.” In my experience, familial or biological ties are not inherently stronger than non-familial bonds. My chosen bonds are often more important and meaningful than my blood bonds. And living with ADHD — and the isolation it brings — has everything to do with this experience.
No matter how early an ADHD diagnosis comes, isolation is a core part of the neurodivergent experience. It starts early. The school system, designed for neurotypical children, can be rigid and unforgiving. I know it was for me. School fed a negative feedback loop, making me and other children with ADHD believe we were deficient.
Home, a supposed sanctuary, is not always a safe haven either. Denial or minimization of symptoms are common coping mechanisms for our parents who struggle to acknowledge that we are different.
Growing up with undiagnosed ADHD meant that adults in my life perennially punished and shamed me for behaviors that I couldn’t help. They genuinely believed I was lazy and wanted to fail. Even today, in my 40s and with an ADHD diagnosis, my family has made it clear that they do not accept the diagnosis and, therefore, do not accept me for who I am.
Why Chosen Families Matter
Families comprise people thrown together by chance and genetics. Chosen families are built on shared experiences, similar life circumstances, and intentional decisions. When our families of origin fail us, our chosen families often fill the gaps.
A group of robust, supportive, reliable, nonjudgmental, and empathetic friends and loved ones make all the difference for those of us on the fringes. They mitigate the chronic frustrations of living with ADHD. They are the antidote to ostracization.
Who is in my chosen family? Other parents with ADHD whom I met through my son’s school, for one. We share our tricks for managing symptoms, but the most important thing we do is “see” one another and offer encouragement through struggles that neurotypical people do not understand.
Even my doctor is part of my chosen family. I knew this after he told me what no other health care provider in my life has: “You are in control.”
It took some time for my chosen family to come together. What helped me in the early days of my diagnosis was pouring through the volumes of online forums, groups, and websites dedicated to ADHD. Though nothing beats in-person bonding, reading about others’ experiences with the condition online made me feel like I wasn’t alone for the first time in my life.
A chosen family helped me regain the self-esteem that was stolen away by living with undiagnosed ADHD for so many years. My ADHD community provides me with unconditional love, support, encouragement, and a safe space to make mistakes without eternal punishment and labels. If our blood bonds cannot provide the former, then we must find others who can so that we may, in turn, be someone’s shoulder to lean on. Our mental health and well-being are too important to leave our community bonds in the hands of an arbitrary family tree.
Maria Reppas lives with her family on the East Coast. Her writing has been in The Washington Post, USA Today, Newsweek, New York Daily News, Ms. Magazine, and Business Insider. Visit her at mariareppas.com.
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The following is a personal essay that reflects the opinions and experiences of its author alone.
February 13, 2025
When I conduct diversity, equity, and inclusion (DEI) training in my roles as a clinical psychologist and consultant, I start with a simple question: What matters to you?
Family, respect, hard work, loyalty, spirituality, God, traditions, independence, and identity are the most common responses. These are the same responses I heard from active military service members during my tenure as an Army clinical psychologist.
Most of us share these values. Shared values are the cornerstone of all relationships. When values align, so do our actions in the name of our shared principles and beliefs.
Our Shared Values: Holding Up a Mirror to the Nation
Values shape entire nations. The United States was formed under the belief that life, liberty, and the pursuit of happiness are inalienable rights. Unfortunately, our nation created a conundrum when it limited the populations to which these values applied. These values did not apply to the millions of enslaved Africans who were forcefully brought here across the Atlantic over more than 400 years. Even after slavery was abolished, these values still did not apply.
Millions of Native Americans were also denied these values as their land was imperialistically taken and decimated by settlements, colonies, and war, then eventually forced onto reservations. Asians, Pacific Islanders, Latinos/Hispanics, and others — groups that are deeply connected to American soil — have similar testimonies of systemic oppression.
Structural inequities, as we know, don’t just exist along racial and ethnic lines. People of marginalized identities, including individuals with different abilities and disabilities, have long been cut off from the values that our country purportedly upholds.
America’s legacy of structural, systemic inequity and disparity is why DEI programs exist.
DEI and equal opportunity (EO) initiatives are meant to counteract historical wrongs, the impacts of which are still felt today. They are pivotal in holding America accountable to its stated ideals and to its people, which is why — in the face of executive directives to end DEI — dismantling supremacist systems designed to perpetuate inequity must remain a priority so long as these systems impair some individuals’ life, liberty, and pursuit of happiness.
Dismantling begins with awareness of our country’s historical injustices. When we understand how the past has shaped the present, we see how to shape this nation’s trajectory to avoid repeating those errors. We can choose to learn from our mistakes and take steps to ensure all people are valued, regardless of skin tone, ethnicity, or ability.
To end DEI and similar initiatives — to no longer commit to righting wrongs and upholding our values — is to condemn the U.S. to a path of devolution and regression. Going backward would unearth chaos, deteriorate our nation’s connective tissue, and enact a social, economic, and humanistic toll that will be felt by everyone.
DEI in the Military: Valuing All Who Serve
What do we value as a nation? Can we say that we value the contributions of all – including those who protect this country – when we’re dismantling initiatives designed to ensure that all qualified people have the opportunity to contribute?
On multiple occasions – as a soldier, officer, and even as a behavioral health provider – I have encountered prejudice and racism, well beyond daily microaggressions, that caused me much pain and harm. I leaned on diversity and equity programming for support during those times. At a minimum, my career survived.
My patients of color often pursue therapy to learn how to cope with instances of unfair treatment, lost opportunities, and persecution for minor infractions. Many BIPOC members of the military endorse turning to EO and DEI programming for support after experiencing discrimination. These services provide real help.
And what of the thousands of active service members of different abilities? What of changing perceptions that have recently allowed qualified neurodivergent applicants and those with other medical conditions the opportunity to enlist? Will we rollback these efforts, too, and prevent perfectly eligible individuals from serving?
I shudder to think that history will repeat itself with military members of marginalized groups – those who have served and fought in every major campaign from the Revolution to the present – finding their sacrifices unvalued and unworthy of equitable treatment, opportunity, and respect.
The views expressed in this article are those of the Author(s) and Do Not Reflect the official policy or position of The Department of The Army, Department of Defense, DHA, the US Government, or Henry Jackson Foundation for Advanced Military Medicine, Inc.
References
Of note, according to Erich Wagner writer for the Government Executive, “14,003 EEO complaints across the government in fiscal year 2020. 7,506 alleged discrimination on the basis of reprisal or retaliation, followed by 4,221 allegations of age discrimination, and 4,214 allegations of discrimination on the basis of a physical disability. In fourth place were complaints alleging race discrimination at 3,972, and 3,643 complaints alleged sex discrimination.” Article and Data sources provided below.
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Decluttering is overwhelming, especially for ADHD brains, because it involves time, decision-making, effort, and emotional management.
Feeling shame around clutter is common but unnecessary — organization doesn’t define self-worth.
Start with small, realistic steps — decluttering is about creating a functional, peaceful home, not achieving perfection.
Why Is Decluttering So Hard?
Forty percent of homeowners are afraid of facing the clutter in their homes, according to a 2024 survey. Half of Americans think that at least one room in their home is unsalvageable with clutter. About 1 in 3 ADDitude readers say clutter and home organizing are the areas that cause the most amount of stress in their lives — more than money management, relationships, and physical and mental health.
Decluttering is hard and overwhelming for many, many reasons; here are a few important ones.
We are attached to our stuff. We infuse our belongings with meaning, sometimes justifiably, sometimes not. Either way, our habit of assigning meaning to our possessions often makes it hard to let them go.
Decluttering takes lots of time and effort, which triggers avoidance. Very few people wake up and think, “Today’s the day I’m going to declutter.” It’s a multi-step process that takes planning, time management, focus, prioritization, motivation, and emotional regulation — all of which are affected by ADHD and executive dysfunction.
Clutter is delayed decision-making. Think about it — you have clutter because you didn’t know what to do with a thing. Faced with analysis paralysis, you decided to set down the item and deal with it later. Now multiply that by hundreds of items, and you have too many DOOM (Didn’t Organize, Only Moved) piles.
It’s never-ending. Decluttering and organizing are ongoing necessities, not one-time activities, as some “organizers” out there will have you believe.
Clutter blindness is a real phenomenon and another form of avoidance. Our brains become so overwhelmed by the clutter and the decisions it demands that we start to ignore the piles around us. Somehow, we only notice them again when visitors are due.
Care Tasks Are Morally Neutral
There is nothing wrong with finding decluttering difficult. That’s the norm. Yet, there’s a common notion that organized people are somehow “better,” which only adds shame and more difficulty to decluttering.
Here’s the truth: You are not a bad person if you are disorganized. You are not a good person if you are organized. Care tasks — activities that are required to care for the self and keep life going — are morally neutral, according to author KC Davis, who popularized the concept.
Yes, there are benefits to being organized — you can easily find things, sleep in a clear bed, and use your dining table for meals. But being neat and organized doesn’t define your worth. The more you detach your self-worth from tidiness, the easier it becomes to take steps that make your home work for you.
How to Start Decluttering When Overwhelmed
Attach emotional benefit to decluttering. What’s your vision for your home? How do you want your home to feel, look, and function? In other words, why do you want to declutter? Let your answer motivate you. A motivator for a client of mine is connection; her formerly cluttered space kept her from inviting people into her home, which deepened her loneliness.
Design a manageable plan. Go through your home and make a decluttering checklist. Which areas are your biggest pain points? Within those areas, where can you start? Which parts can you do alone, and where do you anticipate needing help?
Schedule decluttering appointments. Treat decluttering like you would a doctor’s appointment and put it on your calendar.
Start small. Rome was not decluttered in a day. As a professional organizer, I spend days decluttering and organizing a home — with a team to help. So if you’re doing it alone, focus on a single drawer, shelf, or cupboard at a time.
Use timers. Even if you’ve given yourself an hour to declutter, break it up into chunks of 10 to 15 minutes.
Accept that clutter will return. Stuff is bound to make its way into your home despite your best efforts to stem the tide. This does not mean that you failed. It only means that life happened. Accept this, and you’ll find it easier to commit to regular decluttering, organizing, and cleaning sessions.
Done is better than perfect. Your home doesn’t have to look Pinterest-perfect. It’s not about putting things in nifty boxes and labels and making it all match. It’s about feeling happy and at peace in your home.
How to Start Decluttering When Overwhelmed: Next Steps
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The U.S. Department of Education (DoE) is now sustaining a rapid-fire succession of cuts and changes spearheaded by President Donald Trump and a team within his administration dubbed the Department of Government Efficiency (DOGE) and led by billionaire Elon Musk. Significant news this month includes the following:
February 3: The Wall Street Journal reports that Trump is working on an executive order to shut down all functions of the DoE and/or move them to other government departments and entities. According to CNN, the executive order will direct the secretary of Education to create a plan to diminish the department through executive action, and also seek Congressional legislation to end the department.
February 6: According to The Washington Post, at least 16 DOGE team members have gained access to the Education Department directory and have fed sensitive personal and financial data — including federal student loan data containing Social Security numbers, birth dates, and driver’s license numbers — into artificial intelligence software. Some were also granted administrator-level status in the department’s email system, allowing them access to the back end of ed.gov.
February 7: Members of U.S. Congress were barred from entering the Education Department building for a meeting with Education Secretary Denise Carter.
February 9: White House press secretary Karoline Leavitt confirmed that Trump is weighing “options and how to reduce the size of the Department of Education if not abolish it completely.”
February 11: A federal judge has agreed to hear a lawsuit filed on behalf of The University of California Student Association that accuses the DoE of violating the Privacy Act of 1974 by sharing sensitive data with DOGE staffers. The group has asked the judge to temporarily block the Education Department from continuing this practice and to retrieve any information already transferred to DOGE, according to Higher Ed Dive.
February 12: Trump announces at a press conference that he wants the Department of Education “closed immediately.” CNN reports that mass firings have started with the termination of probationary (typically new) employees of the DoE “across the agency from the general counsel’s office, to the Office of Special Education and Rehabilitation Services that supports programs for children with disabilities, to the Federal Student Aid office.”
So what does all of this change mean for the 7.5 million U.S. school children (15% of that population) who have special needs and whose public schools receive billions of dollars in funding for services and resources from the U.S. Department of Education?
The impact on special-education programs that fall under the Individuals with Disabilities Education Act (IDEA), as all Individualized Education Plans (IEPs) do, remains unclear. But here is a rundown of what we know.
The U.S. Department of Education, created in 1979, develops and enforces federal education laws; funds special-education programs; administers financial aid programs; and conducts research on schools, students, and educational issues.
The Education Department serves public school students across the United States by:
Providing funding to support Title I grants for nearly two-thirds of public schools serving 26 million vulnerable students in pre-K through Grade 12
Funding special-education programs for students with disabilities covered by IDEA, including dyslexia, autism, and ADHD, which falls into the act’s ‘Other Health Impaired’ category if symptoms impact educational performance
Administering loans and Pell Grants for low-income college students. The DoE distributed approximately $27.2 billion in Pell Grants during the 2022-2023 academic year, and 43 million people have federal student loans
Enforcing civil rights laws like Title IX, which protects against discrimination based on gender or disability
Supporting school improvement programs to boost education outcomes
Funding programs to promote mental health and after-school activities
“The department currently oversees federal student loan programs, distributes financial aid, and enforces policies meant to protect borrowers from predatory lending practices. Eliminating the DoE could introduce uncertainty into loan servicing, possibly delaying repayments, altering forgiveness programs or making it harder for students to access federal aid,” according to Newsweek.
What does the U.S. Department of Education NOT do?
The Department of Education does not set or enforce curricula, or determine state education standards.
State and local school boards decide curriculum, textbooks, and what’s taught in history or science classes. Educator salaries, hiring, and qualifications are determined by state laws and local school boards. Each state adopts its own education standards. Private and religious schools operate independently, and they determine their own tuition prices. Public universities are funded by state governments; the Education Department only provides federal aid and loan programs.
In 2024, the Education Department employed roughly 4,425 people and had a budget of $79 billion.
What is the Individuals with Disabilities Education Act (IDEA)?
IDEA is a law governing how states and public agencies provide early intervention, special education, and related services to more than 8 million eligible infants, toddlers, children, and youth with disabilities.
IDEA guarantees the right of students with qualified disabilities, such as ADHD, dyslexia, autism, and more, to participate in Individualized Education Programs (IEPs) that provide special education and related services and accommodations designed to improve the student’s ability to receive academic instruction.
IDEA also authorizes formula grants to states and discretionary grants to institutions of higher education and other non-profit organizations to support research, demonstrations, technology and personnel development, and parent-training and information centers.
What role does the Education Department play in the IDEA?
The Education Department enforces the IDEA through the Office of Special Education Programs (OSEP) and the Office for Civil Rights (OCR) by doing the following:
Developing and communicating federal policy for IDEA
Monitoring and enforcing state implementation of IDEA
Helping states implement early intervention services for infants and toddlers with disabilities
Investigating complaints and conducting compliance reviews
Working with schools to address issues when rights are not upheld
Protecting the rights of people with disabilities under Section 504 of the Rehabilitation Act of 1973
What is Section 504 of the Rehabilitation Act of 1973?
“Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education,” according to the DoE.
What role does the Education Department play in Section 504?
OCR, a division of the department, enforces Section 504 by ensuring that public schools provide a “free appropriate public education” (FAPE) to each qualified student with a disability who is in the school district’s jurisdiction, regardless of the nature or severity of the disability. “OCR receives complaints from parents, students or advocates, conducts agency initiated compliance reviews, and provides technical assistance to school districts, parents, or advocates,” according to the DoE.
Any student with a 504 Plan is covered by Section 504. If a school district is out of compliance with Section 504 by failing to provide “education in regular classes with supplementary services, and/or special education and related services,” the OCR may initiate administrative proceedings to terminate DoE financial assistance to the school or refer the case to the Department of Justice for judicial proceedings.
How does the DoE financially support students with ADHD?
According to available research, the DoE spends a significant amount on students with ADHD, with estimates ranging from $5.6 billion for younger children to between $9.36 and $19.75 billion for older children and teenagers on educational costs including special education, therapies, and counseling, all related to managing ADHD in the school setting.
How much of any state’s special-education funding comes from the DoE?
Since IDEA was enacted, federal funds have covered approximately 13% of the cost of special-education services. States supplement federal IDEA funding with funding formulas for special education that vary widely from state to state. The remainder of funding comes from state and local tax revenue.
In a study of 5,694 districts in 24 states, serving nearly 3 million students with disabilities, Bellwether found that special education services cost $13,127 per student per year, on average. Funding from the DoE covered $1,578 of that cost, or 12%. The districts received dedicated special-education state revenue totaling $3,388 per pupil, and the remaining $8,161 in funding was generated through taxes.
Will Trump likely be able to shut down the DoE?
By law, the Education Department can be shut down only by an act of Congress. According to Time magazine, “In January, Rep. Thomas Massie, a Republican from Kentucky, re-introduced a bill that would terminate the Department of Education. The bill has 30 Republican co-sponsors thus far,” but would require 60 votes to pass.
If the Department of Education is shuttered, will my child’s IEP be impacted?
IEPs are protected by law, as spelled out in IDEA. So long as IDEA law remains intact, the rights of students with disabilities to IEPs will remain protected. However, the DoE is the primary watchdog for both IDEA and Section 504, so enforcement of IEP and 504 Plan violations could be impacted. It is also unclear how federal government funding cuts could impact local school districts across the country that rely on DoE funds to “support disabled students, pay special education teachers and therapists, and buy the materials and equipment that students need,” according to The Century Foundation.
If the Department of Education is shuttered, who will enforce IDEA law?
Another federal agency, such as the Department of Justice, would likely take over enforcement of IDEA if the Education Department were abolished. This would include conducting compliance reviews, investigating complaints from parents, and enforcing penalties for schools that fall out of compliance. It is unclear how any change in enforcement may impact parents’ ability to secure special-education resources or pursue complaints against schools for providing inadequate resources under IDEA.
Department of Education & IEP Law: Next Steps
Submit: Email your questions about IEP law and how DoE changes might impact your child to customerservice@additudemag.com
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From frozen coffee drinks and teas to sodas and energy drinks, caffeine is ubiquitous in teen culture — and its effects are poorly understood.
Conflicting and paltry research on caffeine and ADHD leaves many parents with mixed messages and unclear recommendations. For example, a 2013 study1 suggesting that caffeine may normalize dopamine and attention levels in people with ADHD, was essentially rendered obsolete by a 2024 study2 published in the journal Public Health that associated energy drink consumption with an elevated risk for physical and mental health conditions such as ADHD, depression, anxiety, and suicidal ideation among children and adolescents.
This study also tied energy drink consumption to increased ADHD inattention, conduct disorder, and depressive and panic symptoms. It showed startling rates of suicidal ideation and attempts among those who drank more than one energy drink a day compared to non-drinkers.
Caffeine is not the only reason these drinks may pose concerns for those with ADHD. A recent meta-analysis3 found that sugary beverage consumption was associated with a 25% increase in ADHD symptoms.
And still other research has suggested that consuming caffeine with another stimulant can be dangerous, exacerbating side effects like heart rate and blood pressure elevation. Still, no formal contradiction warnings exist, and many parents are left wondering, How much caffeine is too much for a teenager with ADHD?
We asked ADDitude readers if they have a teenager who regularly consumes caffeine and, if so, what observations or concerns they have. We received 189 responses. Many shared their strategies for embracing the benefits of caffeine, moderating it, or eliminating it altogether for their teenagers both with and without ADHD.
How do you manage caffeine consumption by your teen? Share your thoughts in the Comments section.
Negative Effects of Caffeine Consumption
“Caffeine gives some spike of energy but then makes her down and interrupts her sleep. Since she does a lot of sports, she knows coffee will distract her routines.” — Inna, Massachusetts
“Energy drinks are part of his consuming habits. His crash can be quite volatile, however. Since he has anxiety issues, I’m very concerned when he says he feels his heart pounding. I feel it may be a result of these drinks, but he won’t listen to us.” — Anonymous
“It’s a spiral effect that impacts forgetting to eat, poor nutrition, energy surges and crashes, and intestinal issues.” — Anonymous
“With caffeine, the mind becomes overactive, to the point where my child can’t stop to take a breath.” — Stacey, Canada
“Our youngest followed his friends in consuming energy drinks. This was a huge contributor to the nightmare side of ADHD symptomatic behavior.” — Craig, England
“My son drank energy drinks routinely. That’s when he began giving into naps and sleeping late.” — Mindy, Connecticut
Teaching Caffeine Moderation
“I didn’t allow caffeine until age 16. Then, we discussed the consequences of overdoing it, watched some videos, and talked about the healthy use of caffeine.” — Eva, Arizona
“The energy drinks are limited to one, with 150 milligrams of caffeine a day. It has to be consumed before 3 p.m.” — Anonymous
“We treat caffeine as another over-the-counter drug — to be used with great thought. We actually recommend caffeine on days when the prescription stimulants are not taken to make it a bit easier to focus. Stimulant use and caffeine may have a reaction, and that should be considered.” — Amy, Michigan
“I see a high usage of energy drinks among my son and his friends. I regularly discuss this, and see it influences him from time to time to lessen his intake.” — Inge, Netherlands
“Soda is limited to one can a day. An energy drink is okay with friends, but we limit to one.” — Becky, Pennsylvania
“We try hard to limit caffeine — energy drinks is where we draw the line.” — Kathy, New Hampshire
“I know from personal experience that caffeine can exacerbate ADHD symptoms, so I just try to keep a watch on what he drinks. It’s a very fine line between just enough and too much.” — Casey, North Carolina
Eliminating Caffeine Entirely
“We have educated our children on the dangers of mixing caffeine and stimulant medication.” — Donna, California
“I do not allow it. She already has some trouble falling asleep, so she is happy to avoid it.” — Anonymous
“We do not allow caffeine consumption before college because it is habit forming.” — Kaycee, California
“We have been very upset at not being able to give our daughter what other children get every day, and see it is a missed part of her ebbing childhood.” — Larry, Indonesia
“We hide caffeinated sodas in our house because he will drink them. Due to the stimulant he takes for ADHD, we have concerns about the amount of caffeine he consumes and its impact on his behavior, sleep, and activity level. We’ve allowed him to drink carbonated and flavored waters, and non-caffeinated, low-sugar sodas.” — Anonymous
Embracing Caffeine
“He makes homemade coffee drinks. It calms him, he says, and helps him gain energy at the same time.” — Theresa, Minnesota
“My 14-year-old daughter with ADHD is unmediated and has just started drinking cappuccinos. When she has one, I’ve noticed that she becomes quite engaged and focused on her love of drawing.” — Lucy, England
“They use caffeine daily as their only stimulant. I don’t think they could function without it.” — Sallie, Michigan
“Caffeine seems to help him regulate.” — Anonymous
How Much Caffeine Is Too Much For a Teenager: Next Steps
1Pandolfo, P., Machado, N. J., Köfalvi, A., Takahashi, R. N., & Cunha, R. A. (2013). Caffeine regulates frontocorticostriatal dopamine transporter density and improves attention and cognitive deficits in an animal model of attention deficit hyperactivity disorder. European Neuropsychopharmacology, 23(4). https://doi.org/10.1016/j.euroneuro.2012.04.011
2Ajibo, C., Van Griethuysen, A., Visram, S., & Lake, A. A. (2024). Consumption of energy drinks by children and young people: A systematic review examining evidence of physical effects and consumer attitudes. Public Health, 227, 274–281. https://doi.org/10.1016/j.puhe.2023.08.024
3Khazdouz, M., Reza Safarzadeh, Bahram Hejrani, Hasani, M., Fatemeh Sadat Mahdavi, Hanieh-Sadat Ejtahed, & Mostafa Qorbani. (2024). The association between junk foods consumption and attention deficit hyperactivity disorder in children and adolescents: a systematic review and meta-analysis of observational studies. European Child & Adolescent Psychiatry. https://https://doi.org/10.1007/s00787-024-02521-8
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Obsessive-compulsive disorder (OCD) in children is neither uncommon nor well understood. Even some medical professionals think OCD is about rigorous hand-scrubbing or similar ritualized behaviors. It is often much stealthier — especially in kids who also have ADHD.
OCD is relatively more common in youth with ADHD. The disorders affect the same part of the brain and have many overlapping symptoms, including problems with attention, planning, task switching, and impulsivity. For this reason, OCD is sometimes misdiagnosed as ADHD or missed altogether when ADHD is present.
A missed OCD diagnosis is problematic because the condition informs the medication your child is prescribed, the treatment you pursue, and the therapist you choose. It influences the way you respond to your child’s behavioral challenges and the school accommodations you request.
The OCD Experience
We’ve all heard “I’m so OCD” from someone who is extremely neat and organized, but this stereotype does not generally reflect the reality of the OCD experience. Only a portion of people with OCD have germ or contamination obsessions. Misleading stereotypes like this mean OCD symptoms often go unrecognized in kids. Parents frequently ask, “How could my child have OCD? Their room is a mess.”
Fear of harm: These kids frequently check their parents’ locations on their phones, and text or call them excessively to make sure they’re okay.
Health concerns: These children worry constantly about getting sick and tend to be afraid of adult maladies, like aneurysms and heart attacks. This theme escalated significantly during and after COVID.
Rejection fears: Over-apologizing and over-accommodating other people’s needs are common with this OCD theme. These kids chronically worry that friends will reject them and ask, “Are you mad at me? Do you still love me?”
Perfectionism: This is characterized by people-pleasing among kids with ADHD, who frequently grapple with fear of failure. These kids seek constant reassurance that they are meeting expectations and avoid activities that they’re “not good at.”
Fear of contamination: Hand-washing, often considered a “classic” OCD behavior, is one of many common responses to contamination fears. Some of these kids view certain parts of their home as “dangerous” and other parts as “safe,” and others as “dirty.”
Extreme food pickiness: These kids will eat only very specific kinds of food due to unfounded fears of allergens, digestive issues, or other adverse consequences.
Separation anxiety: These kids are afraid of sleeping alone, going to sleepovers, or of parents traveling without them. They believe something bad will happen to them or their parents during separation. This can last through high school.
Time concerns: This theme takes two forms: kids are deeply worried about timeliness, and others worried about the passage of time. Children with OCD can feel a powerful fear of future regret, such as, “This is my only opportunity to be a child and I don’t want it to pass me by.” They often experience great dysregulation with plans change.
OCD Manifestations with ADHD
OCD often shows up in the following behaviors or as the following phobias among children who also have ADHD:
Body Focused Repetitive Behaviors (BFRBs), such as nail biting and skin picking. Recent research suggests that N-acetyl cysteine (NAC), an antioxidant, may help curb the intense urge to engage in body-focused repetitive behaviors (BFRBs). It is an over-the-counter supplement. Side effects (nausea and stomach upset) tend to be mild.
Emetophobia, or fear of vomiting.
Misophonia, or disgust at the sound of people chewing
Social phobia and avoidance due to fear of embarrassment
School refusal or avoidance due, in many cases, to the fear of school being “unsafe”
OCD symptoms can range from burdensome to debilitating, but a large body of research has revealed effective treatment approaches. They include:
Exposure and Response Prevention (ERP):ERP is a desensitization therapy in which patients are gradually exposed to thoughts or situations that trigger their obsessions and learn coping skills to prevent them from taking over. ERP requires numerous sessions and improves symptoms in most cases.
Medication: In combination with ERP, medication can be very effective in reducing OCD symptoms. Selective serotonin reuptake inhibitors (SSRIs), such as Prozac or Zoloft, are the most commonly used medications. Sometimes, a low dose of an antipsychotic, such as Abilify, is used to augment the SSRI, particularly for neurodivergent kids.
These OCD medications may be used in conjunction with ADHD medications, including stimulants. For some people, though, stimulants can increase OCD symptoms and/or BFRBs, so It’s important to be treated by a provider who is knowledgeable about both OCD and ADHD.
N-acetyl cysteine: Recent research suggests that N-acetyl cysteine (NAC), an antioxidant, may help curb the intense urge to engage in body-focused repetitive behaviors (BFRBs). It is an over-the-counter supplement. Side effects (nausea and stomach upset) tend to be mild.
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Q: “My 16-year-old son socializes through gaming and refuses to make any effort to develop friendships in real life. When I bring up the subject, he flies off the handle. How can I help my struggling teen?”
Friendships seldom spark or endure easily for boys with ADHD, who may avoid or sabotage real-life friendships due to weak social executive functioning (SEF) skills related to cognitive flexibility and situational awareness. Social anxiety is also prevalent among some teens with ADHD, yet many are unable to articulate this difficulty, which can lead teen boys to retreat into online worlds and video games.
Improve your teen’s SEF skills by helping them to:
Put in the work.Sports teammates or kids from youth groups may not become closer friends because boys with ADHD don’t know how to put in the required effort. Teens with ADHD enjoy being with other kids, but when they’re not near them, they’re not thinking about them because the ADHD brain tends to live in the moment. Out of sight means out of mind. Parents can help by coaching their sons to actively show peers they’re interested in hanging out through texts, direct messages, calls, or in-person invitations.
Adopt a new perspective. Calmly discuss how peers may interpret your teen’s behavior. You might say: “It was good that you invited Sam to the beach. Even though he couldn’t go, it showed him that you wanted to spend time with him, which probably made him feel good.” Many boys fear rejection. It’s important to help your teen understand that everyone experiences rejection — maybe an invitation was declined, or friendly outreach efforts weren’t reciprocated. The more practice your teen gets with reaching out to peers, the easier this will get.
Read the room. Before teens venture into unstructured social situations, strengthen their situational awareness by helping them anticipate the behaviors expected of them. That might sound like: “When you get to the party, kids may already be playing games you enjoy. You can join them, or you can see if there are any other kids you like. If so, go talk with them.”
Social anxiety is common among teen boys. Easing their discomfort around social situations will help them move away from screens and build offline friendships. Here are some approaches to try.
Normalize nervousness. Social anxiety is often overlooked in teen boys, and consequently, many believe they’re alone in their experience. Let them know it’s common to feel temporary discomfort in new social situations. Explain that this anxiety tends to build, peak, and recede.
Challenge irrational thoughts. Social anxiety is based on irrational thinking, such as catastrophic thinking, a tendency to discount the positive, or assuming that others believe the worst about you. Challenge your child’s negative thought patterns by asking, “What evidence do you have that _____ will think it’s weird if you invite him over? Maybe he’ll be happy you asked him because he was nervous about asking you.”
Don’t enable anxiety. Many well-meaning parents accommodate their teen’s social worries to avoid temporary distress. But rescuing a teen from short-term anxiety tends to heighten it in the long term. Support your teen by exposing them to gradual steps toward socializing. Ultimately, they must be exposed to situations they interact in person. Have them text a classmate with a homework question. Eventually, have your teen invite the classroom over to study.
Ryan Wexelblatt, LCSW, is a licensed clinical social worker and father to a son with ADHD and learning differences. He creates content for the ADHD Dude YouTube channel.
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U.S. Senator Tommy Tuberville (R-Ala.), during a confirmation hearing for Health and Human Services Director nominee Robert F. Kennedy, Jr., last week said this: “We have an attention deficit problem in this country… When you and I were growing up, our parents didn’t use a drug, they used a belt and whipped our butt… Nowadays, we give them Adderall and Ritalin. They are like candy across college and high school campuses.”
Kennedy, in his response to Tuberville, falsely claimed that 15% of American children are taking Adderall or other ADHD medications, and that the U.S. is “overmedicating our children” with stimulants, SSRIs, and benzodiazepines for mental health conditions. This juxtaposition — criticizing the American pharmaceutical industry after suggesting corporal punishment as a healthier alternative — struck many in the ADHD community as toxic and dangerous.
The American Psychological Association (APA) passed a resolution in 2019 urging against physical discipline for children, citing research demonstrating that corporal punishment harms children’s mental health and increases the likelihood of aggressive behavior in the future. “Use of physical discipline predicts increases — not decreases — in children’s behavior problems over time,” the resolution said.
Tuberville’s comment comes just days after an interview with Nicole Shanahan, an attorney and Kennedy’s former 2024 running mate, in which he blamed mental health medications for a rise in American school shootings, despite a lack of research backing this claim.
ADHD Community Response
“The effects of ADHD crush families, multiply health burdens, sap worker productivity, and increase penal system costs,” said Oren Mason, M.D., a family physician in Grand Rapids, Michigan, and author of Reaching for a New Potential, in response to Kennedy’s statement at the confirmation hearing. “Life is remarkably harder with autism and depression, and every bit of support is welcome. People with ADHD and similar mental health challenges need affordable and available medications, psychosocial support, and education/work modifications. Parents need evidence-based guidance and training opportunities and respite. Teachers need evidence-based methodologies and the time to implement them. Therapists and coaches need training in the most beneficial interventions. Scientists and researchers need funding and priority-setting leadership. As Secretary of HHS, this is what I will provide the people of our great nation.”
“This is what RFK, Jr., might have said if he was familiar with the far-reaching complexities of providing hope and care for those with mental health challenges,” Mason continued. “Instead, he chose an Internet-chatter meme to spotlight his grasp of the needs of almost 30 million Americans with a complex disability. The mortality rate of ADHD is higher than asthma and nearly that of heart disease. If he was trying to signal that his approach to America’s mental health will be heartless and evidence-free, he nailed it.”
Many people took to BlueSky to respond to Tuberville’s and Kennedy’s comments at the confirmation hearing and to reflect on their own experiences with physical discipline as children with ADHD. Here are comments posted to BlueSky late last week during the confirmation hearings:
“Child abuse is a serious problem in this country and NOT a treatment for ADHD. In fact there is an association between ADHD and being a victim of abuse.” — @trm99.bsky.social
“We did get punished in every way, from spankings to standing in the corner at school for having (what we later learned) was ADHD. I was told how disappointing I was, how it was a shame that I had poor self-control since I was so smart, etc.” — @ritamelindared.bsky.social
“The belt/strap never helped my ADHD just made me angrier and more rebellious!” — @ginakh.bsky.social
“Late diagnosis and therapy ended decades of self-loathing no doubt brought about by teachers and other adults who berated me as a kid.” — @mexhistorian.bsky.social
“As a 65 year old with ADHD (and I had it as a child) I can attest that THE BELT was not the way to handle things. I’m still traumatized.” — @veryvaluable.bsky.social
“I was diagnosed when I was 41; my brother was 6. He was treated very differently and far less violently than I was and is doing well.” — @atticusdogsbody.bsky.social
“My mom used a belt, and her hands, and The Denver Post, and wooden spoons, etc… and I still have ADHD and also CPTSD.” — @quickbeam711.bsky.social
“Beating your child was never a treatment for ADHD. It was and always will be abuse.” — @ pednspy.bsky.social
“ADHD is an actual condition, and you can’t beat it out of a child.” — @ nrvschultz.bsky.social
“The belt doesn’t cure ADHD.” — @davidcouldbewrong.bsky.social
“As a parent watching a 4-year-old kid and wondering if he has ADHD, my first and only concern is making sure he had tools to succeed, not that we beat it out of him or hide it due to stigma.” — @ viamarsala18.bsky.social
These comments shed light on the need for proper treatment to combat the shame and stigma that tend to come with an ADHD diagnosis.
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