New Research Publication: Perspectives and Expertise of Secondary Ensemble Music Educators with ADHD
Back in the fall of 2021, I conducted a case study of secondary ensemble music educators with ADHD. I wanted to know how they supported the neurodivergent students in their ensembles and how they met their own needs in the workplace. I had a hunch that their lived experiences of neurodivergence in music education might have led them to develop unique and effective strategies. I could never have anticipated the wealth of expertise that they shared!
I am proud to announce that this study is now published in the Journal of Music Teacher Education! If you have institutional access to the journal, you can read the article here: https://doi.org/10.1177/10570837241269966
But if you don’t have access, never fear! You can read a summary of the article below. You can also download a pre-publication version of the article here if you’d like to read the whole thing!
Article Summary
One band, one orchestra, and one choir teacher from across the United States participated in this study. They all identified as late-diagnosed women with ADHD (or ADD). I interviewed them, observed them teaching a class, and asked them to respond to some reflective questions through email. I analyzed what they said, did, and wrote both individually and in comparison to each other.
The teachers all described their unique lived experiences of ADHD, which included both challenges and benefits. They shared the accommodations that helped them be successful in their jobs, the vast majority of which they created for themselves.
When it came to supporting their students with ADHD and other neurodivergent students, they started from a place of empathy. They then collaborated with their students to make sure the accommodations were the best possible fit. They also focused on helping students build the self-accommodation skills they would need in adulthood.
The teachers listed a huge number of practical strategies that they used to make their whole-class instruction inclusive of all learners as well as individualized strategies that they used for students with specific support needs. These included:
Keeping a fast instructional pace
Using fun and humor
Writing an agenda on the board
Providing opportunities for movement
Creating breaks during long rehearsals
Teaching students how to organize their sheet music
Giving verbal reminders discretely and respectfully
Teaching students how to use planners or set phone reminders
Giving students helping or leadership roles
Modifying sheet music
Using stand partners as peer support
Collaborating with special education and academic teachers
The teachers also noted that the nature of the ensemble setting seemed to be intrinsically supportive of neurodivergent students due to its structure and motivating qualities.
Overall, the findings of this study showed that it would likely be beneficial for college and university music education programs to include the expertise of neurodivergent music educators. This could help new music teachers develop a teaching practice that is truly inclusive and neurodiversity-affirming.