In recent years, ADHD has attracted increasing public attention. In both social and traditional media, attention-deficit/hyperactivity disorder is sometimes associated with particular strengths such as creativity, entrepreneurial spirit or leadership qualities. However, this trend has also attracted criticism.
«That doesn't do justice to many of those affected,» says Susanne Spalinger, co-director of Elpos Switzerland, the organisation for people with ADHD. «It would be positive if people could simply say, ‹I have ADHD.› But at the moment it's being dismissed as a ‹media diagnosis›.» She talks about young people who want their everyday challenges to be taken seriously and for ADHD not to be romanticised.
With the right strategy and support, there are many opportunities available to those with ADHD or dyslexia.
People with dyslexia do not face this problem. Dyslexia is a stumbling block, not only at school but also, in particular, on the path to vocational training. However, the same applies to both conditions: with the right strategy and support, many opportunities are open to those affected.
Frustrating lessons
There are people whose ADHD or dyslexia is not particularly pronounced, who, thanks to their intelligence, have found ways to compensate for their difficulties. Some of them go on to reach the most intellectually demanding spheres of their careers and the top echelons of business.
But this is not about them; rather, it is about those who, ever since primary school, have faced criticism because of their difficulty concentrating and their particularly slow progress in reading and writing, and who experience lessons as a series of frustrating moments. Like Bodo Berger, who tells his story here.
Compensation for Disadvantages
The support measures available following a medical or educational psychology diagnosis of various types of learning difficulties help pupils to cope with the demands of school. For those with dyslexia, this may mean being allowed to sit exams orally, having questions read out to them – there are even reading pens available for this purpose – or being given extra time to complete tasks.
Children with ADHD can benefit from an environment where they are exposed to fewer stimuli, ear defenders or one-to-one support from a teacher in certain situations. It is important to emphasise that these young people may possess outstanding abilities in other areas, such as logical-abstract thinking, spatial awareness, memory, communication, social intelligence or creativity.
A difficult transition
However, there is one specific area where they have a limitation. Christine Brunner, a therapist specialising in dyslexia, compares compensatory measures to a pair of glasses, which ensure that short-sighted people can see just as well as those without a visual impairment.
Vocational training offers a great opportunity for young people who struggle at school because of a single area of weakness. The right career or training programme enables young people with ADHD or dyslexia to finally showcase their strengths and no longer be judged by their mistakes.
Apprenticeship providers should be made aware of measures to compensate for disadvantages. Otherwise, many apprentices will be unable to cope with the academic challenges of their apprenticeship.
However, for many, the transition is not an easy one. Bodo and his parents have found this to be the case, and many young people with ADHD have the same experience. Some training organisations set their applicants written tests or give them tasks in which they perform poorly due to their difficulty concentrating.
Yet it is precisely during this tricky phase that many have to cope without any support to compensate for their disadvantages – at least, that was Bodo's experience. His mother explains: «He received support at school after we'd lobbied for it; it wasn't a problem at vocational college either, but when he moved on, he had to manage without it. As a result, things didn't work out as we'd hoped.»
How transparent should one be?
The obvious advice offered by ADHD expert Susanne Spalinger and dyslexia specialist Christine Brunner is to look for a job where these weaknesses are less of an issue; for example, a manual or technical role for young people with dyslexia, and careers involving a great deal of social interaction and communication for teenagers with ADHD. But first, they must overcome the hurdle of the application process.
The taster work experience placement is therefore very important for both groups . To ensure they do not find themselves struggling again with spelling or concentrating on repetitive tasks, they may need to disclose their difficulties at that stage. This is not compulsory. «I recommend that they do not mention their diagnosis just yet, otherwise they will be judged on the basis of it,» says Christine Brunner, referring to dyslexia.
Susanne Spalinger advises: «Those who manage to get through school without any support measures do not need to mention anything when applying for a job. However, if they do receive support, this will come to light sooner or later. In that case, it makes sense to disclose the diagnosis.»
It is also clear to Brunner that the training organisation must be aware if their apprentice is receiving support to compensate for a learning difficulty at vocational school. This is crucial for many of those affected in order to overcome the academic challenges of the apprenticeship. «Furthermore, dyslexia often occurs alongside other conditions, particularly ADHD.»
The IV can help
The cantonal IV offices offer support to young people with ADHD in choosing a career and finding an apprenticeship. Accepting this support does not mean that the young person is an IV pensioner or on the way to becoming one. Rather, the aim is to give young people with a diagnosed disability a good start in vocational training, so that they become increasingly independent of support.
To qualify, a diagnosis must have been made within the last two years. People with dyslexia should enquire with the authorities in their canton of residence to find out whether they are also eligible for job coaching or educational and therapeutic support.
Getting used to a new daily routine and long days at work is a challenge for people with ADHD.
As much as some young people with ADHD long to start an apprenticeship because they've had enough of school, it is vital that they are truly ready for this step. The transition from school to an apprenticeship, in particular, is a particularly challenging adjustment for these young people, says Susanne Spalinger.
So much is possible in a gap year
«ADHD involves delayed development of the frontal lobe, and this cannot be accelerated.» This means that the ability to weigh up options, organise and control impulses develops even more slowly than in other adolescents. Spalinger therefore advocates accepting a bridging programme if in doubt. «It's amazing what can be achieved in a year. That's more beneficial than dropping out of an apprenticeship after three months.»
She is convinced that, amongst the 25 per cent of all apprentices who do not complete their first apprenticeship, those with ADHD are over-represented. The expert believes that starting school at a younger age, which leads to an earlier entry into the world of work, is a disadvantage for some. Bodo also took up a bridging programme – at an English-speaking private school where, despite having dyslexia but with appropriate support measures in place, he achieved really good marks and even began to enjoy school and learning.
Support is also provided during apprenticeships
The signed apprenticeship contract is a huge relief, particularly for parents of young people with ADHD or dyslexia. However, Susanne Spalinger and Christine Brunner warn that this does not mean the period during which their children need support is over. Getting used to the new daily routine – long days at the training workplace, perhaps a longer journey or a new class at the vocational college, and independent learning – all of this presents a particular challenge for those with ADHD.
Spalinger sees time and again that parents are in for a nasty surprise after three months when the training company reports that their daughter or son is frequently late, isn't paying attention and is struggling to meet expectations in their day-to-day work.
When those affected demonstrate and make the most of their strengths, their weaknesses hardly matter at all.
Yet often, learners simply need a slightly adapted environment – for example, a designated mentor, no more changes of department within the company than is absolutely necessary, and tasks that allow them to make the most of their strengths.
Spalinger gives an example: «Spending hours on end peeling carrots on their own is extremely difficult for a young person with ADHD, because it is so monotonous and repetitive. If they can serve up food now and then – a task where they can demonstrate their speed and resilience – it helps everyone.»
Building on our strengths
The IV's job coaching scheme supports not only apprentices but also training companies in working with neurodivergent learners. Christine Brunner recalls the polymechanic with dyslexia who was profiled here a year ago: «He completed his apprenticeship with top marks. But throughout the entire four years, he came to see me for two hours a week to study for school.»
Many people find that they get their ADHD or dyslexia under control more and more as the years go by. They learn to use supportive tools; they recognise situations in which they are prone to making mistakes and therefore need a colleague to keep an eye on them. More importantly, by demonstrating and making the most of their strengths, they move ever closer to a place where they can realise their potential and where their weaknesses hardly matter at all.
