Students Who Struggle: Focusing on Strengths
The first paycheck I ever received sent me to an art gallery to buy a print of an artist I had seen years before. James Christensen is really a children's illustrator with profound depth and symbolism to his work. At times humorous, Christensen has created a universe of the absurd, full of characters in layered clothing, rich with ideas, ridiculous in execution. Occasionally, however, he has produced an image that resonates deeper.
Over my dining room table, I have a picture called Sometimes the Spirit Touches Us Through Our Weaknesses. My four year old asks about it occasionally and I tell him that it's an image of a muse, a spirit who whispers ideas into your head, touching a deformed man on his hunchback. The message, I say, is that something you may not be good at, may even be insecure about, or may be made fun of for having, might actually be your strength. At least, that's what I get out of it.
Which is interesting because I found myself thinking about this painting the other day when I was talking to some of my students.
One of them confided that he was on medication for Attention Deficit Hyperactive Disorder (ADHD). Another student said he was taken off the same medication because he couldn't concentrate while on it, and both complained about their lost appetite when on the medication. Other students asked what ADD and ADHD meant, and why they needed medicine for it. The two students, both of whom felt the need to confide in what was an entire classroom of tweens, went on to explain their symptoms, and the other students, who have lived for years avoiding these particular kids in their classes, understood a little more about them in a different way.
After all, one was the kid who never stopped talking. The other was the kid who wouldn't participate or pull his weight. Clearly, it's not that way with every child with ADD or ADHD, but it was with these. Anyway, by communicating a little deeper, the class understood more. Now, I'm not saying kids need to confide or should be outed for their difficulties. That has to come from the kid, and kids rarely feel that comfortable unless you have spent a lot of time building community in your classroom. This is something that I take time to do since I want my students to produce the best that they can. The by-product is, of course, unity. This incident, however, got me thinking of the painting.
Studies show that in the next few years, our schools will see a wider spectrum of special needs kids than ever before. And these students will not all be segregated into some program. No. They will be in our classes, integrated with our mainstream students. And we must prepare them for their futures as much as we prepare the students we have now.
What if we could sell these struggling kids on the fact that sometimes their difficulties can become their strengths? What if ADHD became a student's superpower one day? What if the stigma of autism could be harnessed, at least in a child's mind, to be seen as the nymph phase of what will be a real talent one day?
How far off am I? What if adults who struggled with differences in their childhood came forward in a targeted campaign to speak as the voices in our students' own futures? See, child, this is what I became. What if that actor or author or scientist launched a campaign that admitted their earlier struggles in an attempt to help these students through their own chrysalis years? See, child, this is what you can still become.
Education needs the support of those we produced years ago. We need more than just the schools to be the muses to these children. We need teachers, families, and our community to be helping in any way they can to pitch the concept that Sometimes the Spirit Touches Us Through Our Weaknesses.