Students with Attention Deficits

The needs of students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) cross all subject areas and affect many aspects of students' lives inside and outside of the classroom. ADHD students struggle to stay focused on school work and lack the organizational skills needed to function well in a traditional school environment. By working with each student individually, Brightmont Academy helps to develop time management, organization, and self-regulation skills by integrating executive function and study skills instruction into academic instruction sessions.

Focused Learning Environment

81% of students who have struggled with focusing, report
improved focus on schoolwork since attending Brightmont.

Brightmont Academy can alleviate many of the factors that trigger frustration in ADHD students. There are fewer distractions because the physical environment is designed to reduce stimuli that compete for students’ attention. Teachers keep the study area clear and put away the computer keyboard and mouse until needed. With no other students in the class to become distracted, increased movement from a hyperactive ADHD student is easily tolerated. If students lose focus, teachers simply remind and redirect them so that their grades can reflect what they are learning.

The mastery-based learning model allows teachers to check for understanding and present the information again if the student’s attention has wandered, ensuring a thorough understanding. There is no risk of embarrassment or negative social consequences, because there are no other students present to hear or to mock the redirects. Teachers simply repeat directions or provide a signal to alert students who have tuned out that critical information is coming up.

There are many enrollment options for students who need to improve executive functioning:

  • Full-time school - This allows the pacing of instruction to be adjusted to maximize the student's attention, and executive function strategies are embedded into the daily instruction. Students may start with only one or 2 courses to focus on those subjects in depth, or take a full course load as appropriate.
  • Individual course for credit - Reduces pressure on the student when a challenging core academic course is taken in the one-to-one environment where we can adjust pacing, volume of assignments and amount of homework. This frees up time to spend on homework in other subjects at the traditional school and provides a mentor who can help monitor performance in other areas.
  • Skill building program for executive function strategies - Dedicates time to focus on learning organization and test-taking strategies that can be applied directly to assignments from school.
  • Academic Tutoring with embedded study skills and executive function strategies - Allows the student to focus on the subject of greatest concern, balancing content instruction with the strategies for improving study habits and performance.

My grandson is a student at Brightmont at the Redmond Campus. He can be resistant at times but feels loved and comfortable at school and is truly learning so much.

The teachers have been wonderful as well. Overall, a great education and fit for my grandson's special needs. Thank you all so much.
-Jane N., parent

Brightmont is accommodating and works hard to meet the student where he/she is at.
-Brightmont parent

Instruction Based on Student Needs

Elizabeth's outstanding academic career was interrupted when health problems caused her to miss school. The flexible schedule and pace offered by Brightmont allowed her to graduate on time.

"Although Elizabeth was very capable, she could never have accomplished this without Brightmont and their wonderful, understanding teachers," said Lauren, Elizabeth's mother.