ADHD and Guyanese Children: Recognising Ability, Supporting Learning

Oct 18, 2026 Features / Columnists, News

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By Dr. Telford Layne Jr. PsyD, MSc. Postgrad, BSc.

(Kaieteur News) – A child may understand complex ideas, hold deep philosophical conversations, and think critically, yet struggle to finish an exercise, stay seated, or remember instructions. Read Part 1 of last week and all preceding parts for a comprehensive, clinical understanding of Attention-Deficit/Hyperactivity Disorder (ADHD) in children, women and perimenopause, men and relationships, professionals, and entrepreneurs. It is an umbrella term describing any individual whose brain develops, learns, or processes information differently from the standard or “neurotypical” baseline. It was coined by sociologist Judy Singer and includes conditions like autism, dyslexia, and dyspraxia.

In Guyanese homes and classrooms, teachers remark on report cards, for example, that a named child “has the potential but is distractible, talks too much or makes careless mistakes,” “too troublesome,” or “always dreaming”. These remarks should prompt curiosity about a child’s needs. Based on provisional research results, which I am now widening, the Guyanese school-age population is between 15-20% neurodivergent, of a total of 57-67,000 school children aged 5 to 18. 13-14% have ADHD. That’s about 5 children in a class of 25-30 who are neurodivergent, or 3 in the same class have ADHD. Around 51 – 48% of the top 1% at NGSA and CSEC, respectively, are neurodivergent. In addition, with reference to neurodivergence, ADHD means Autism, Specific Learning Disabilities (Dyslexia, Dyscalculia and Dysgraphia).

Difference in Learning and Behavioural

As clinical psychologists, we refer to neurodivergent children as gifted children. Those still failing to evolve will say they are special needs children; how discriminatory. A gifted child, especially boys with predominantly hyperactive–impulsive ADHD, may grasp a mathematical or scientific concept quickly but interrupt explanations, leave his seat, answer before questions finish, or struggle to wait his turn during group activities. His understanding exceeds his ability to inhibit an immediate response. As a result, classroom participation and friendships may suffer despite exceptional reasoning skills.

A gifted child, especially girls with predominantly inattentive ADHD, may contribute sophisticated ideas in conversation yet overlook instructions, lose exercise books, leave assignments unfinished, or struggle to organise written answers. Quiet behaviour may mask or conceal substantial difficulty with ADHD. Adults may interpret inconsistent performance as insufficient effort.

Either presentation occurs in either sex. Boys can be quietly inattentive; girls can be visibly hyperactive. In Guyana and other countries, ADHD is under-recognised in girls and women. Hyperactivity and impulsiveness in boys are quite visible, but inattentiveness goes under the radar.

For a Guyanese child preparing for the National Grade Six Assessment and the Caribbean Secondary Education Certificate, an important question is whether written performance accurately reflects understanding. Teachers should examine reasoning, work completion, organisation, and emotional strain separately instead of treating marks as a complete picture.

Understanding giftedness in a child with ADHD

Giftedness and ADHD are distinct characteristics that can coexist—often described as twice-exceptionality.

Intellectually gifted children with ADHD have shown that strong reasoning coexisted with comparatively weaker working memory and processing speed. This illustrates how a child can have advanced ability and meaningful learning difficulties at the same time. Teachers will tell you this ADHD child is the smartest in the class. Their conversation is profound. They aren’t your normal neurotypicals.  ADHD children operate under these four characteristics: novelty, adventure, curiosity and complexity. If a task lacks any of those, their interest and involvement diminish. We get the best of an ADHD child when the task has all four characteristics.

Additionally, these children often have exceptional emotional intelligence, empathy, and spatial thinking. They also excel in storytelling, mathematics, music, drawing, practical construction, scientific curiosity, creativity, rich imagination, problem-solving skills, critical thinking, independent thinking, adventure, physical energy, and deep engagement in favourite activities, along with profound knowledge of special interests, resilience, adaptability, and leadership. At home and school, parents and teachers should explore each child’s strengths and provide opportunities to develop them.

Teaching inattentive and hyperactive–impulsive presentations

For inattentive difficulties, gain the child’s attention before speaking. Give brief instructions, pair spoken directions with a written or pictorial checklist, and ask the child to explain the first step. Divide longer assignments into manageable sections. Reduce unnecessary distractions and check progress discreetly. Subjects that an ADHD child has no interest in are likely to suffer compared to subjects that engage their five senses and curiosity.

For hyperactive–impulsive difficulties, build planned movement into lessons, give transition warnings, and teach an explicit routine for waiting and responding. Structured classroom responsibilities can provide purposeful movement. Adapt these approaches to the individual; no seating arrangement or movement aid benefits every child.

For both presentations, teach organisation directly and promptly reinforce specific behaviours: “You checked the instructions before starting.” Evidence supports using behavioural classroom management and organisational training. A brief daily home–school report can track one or two achievable goals.

Classroom and parenting dos and don’ts

• Teachers—do:establish predictable routines, correct privately, offer appropriate ways to demonstrate understanding, and review whether support improves participation and learning. Don’t: label children lazy, publicly shame them, interpret every movement as defiance, or remove learning opportunities as punishment. This environment destroys a child self-esteem and pushes them to be oppositional defiant.
• Parents—do:use clear expectations, practice routines together, praise specific progress, and seek training in behavioural parenting strategies. This training is an evidence-based intervention, especially for younger children. Don’t rely on shouting, threats, or repeated criticism to teach skills the child hasn’t mastered. ADHD children do not know how to measure consequences. In addition, their emotional immaturity can make them see this behaviour as rejection or a challenge to your parenting approach or use of authority. ADHD children, especially those with the hyperactive-impulsive type, cannot measure consequences.

As a clinician, I am assessing a child for ADHD and other neurodivergent conditions. This process includes assessing the child with the teacher in the school setting. I also assess family history, pregnancy experiences, and the child’s home environment. Then I conduct my own assessment to make a clinical diagnosis according to international standards.

Once a diagnosis is made, I develop a personalised treatment plan that considers diet, classroom management, treatment, seating, lifestyle management, and parenting approach.

Sorry, I do not recommend nor advocate medication for ADHD unless all professional avenues have failed to help the child manage their lifestyle.  Supplements works just fine.

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• ADHD, brain, Guyanese children, Telford Layne

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