Summer Strategies for the Neurodivergent Child

While many families see summer as the perfect chance to relax and unwind, it might be a source of stress for those with neurodivergent children (a.k.a., those affected by ADHD, dyslexia, dysgraphia, and/or other learning differences). Why? For some, summer might interrupt important routines and any sense of momentum. For others, summer marks a severe deadline when the opportunity to improve poor grades and turn in homework has sadly come and gone.

Whatever the challenge, what are the best summer strategies for such families? How can families balance their ongoing concerns with everyone’s need to rest and refresh? They’re well advised to consider what needs to stay the same and what needs to change…

Stay the Course

When the final bell rings on the last day of school, students and parents alike might be tempted to abandon all discipline and just let loose. However, while summer carries a carefree vibe for many families, healthy habits are always worth caring about, no matter the time of year. 

Structure is especially important to maintain for kids with learning differences. They operate best when they know what’s coming next and what’s expected of them. Sticking to a fairly firm wake-up time and bedtime is critical, along with establishing a schedule that clarifies what will happen throughout the day. From free time to chores, from lunchtime to pool time, it’s good practice to have it all spelled out on a calendar.

A special word about screen time… It’s bound to rear its ugly head when kids have more margin for fun and games. But the troubling effects of video games on children’s brains don’t take a summer vacation. As reported in Psychology Today , such play can heighten stress and other negative emotions and sensory responses. If kids really need to unwind, this kind of screen time will probably not generate the inner and outer peace for which kids and families are hoping. 

Technology may have its place in a student’s summer skill building, however. The “ summer slide ” is real; for instance, upper elementary students may lose 20-30 percent of their school-year “gains” in literacy and math, a statistic that’s probably even more profound among kids with learning differences. In other words, all families are advised to prioritize academics some way, somehow, over the summer months. However, while it’s worth staying the course to avoid the summer slide, some new creative tactics might be in order… 

Consider a Change First things first… What about the kids who ended the school year on a sour note? Many schools offer summer classes to help students catch up, but is it really the best option? It’s important to remember that they didn’t respond well to the coursework and teaching methods the first time. Just how well will they do a second time?  

The same goes for those students who really falter when their momentum is interrupted. How can this be prevented during the summertime months? Not only that, is there a way their learning can be accelerated? Traditional school calendars do not serve either of these aims well, especially when it comes to students with neurodiversities. But one popular solution is Brightmont Academy… 

Brightmont often provides the change for which families are looking. As with all of the school’s classes, credit recovery is accomplished through a one-to-one teaching model, which ensures close attention to each student’s specific learning gaps. Not only that, Brightmont teachers are better able to notice when mastery is achieved or skills remain lacking, and to adjust pace and focus accordingly. It’s this kind of efficiency and wisdom that leads to quick and effective credit recovery—along with valuable skill-building—time and time again.  

Likewise, Brightmont offers courses and tutoring services that help students work ahead and become more confident under the undivided attention of a subject-matter expert. Students not only grow in knowledge and curiosity through Brighmont’s curriculum, but also are better able to consider and express their personal connections to it through one-to-one conversations with their teachers. In other words, neurodivergence doesn’t mean that credit acceleration is impossible. Instead, success is achieved in a different way. 

Perhaps this all seems pretty intense for the summer months when students are really itching for some fun and sunshine. Brightmont knows this and helps to make it happen…

Use Brightmont to fill in learning gaps with skill building, 2) Use Brightmont to build confidence in a specific subject area and 3) Use Brightmont for credit acceleration - do a class your neurodivergent kid would rather do 1:1 vs in a classroom.

Celebrate Summer

In contrast to traditional summer school programs, Brightmont Academy helps families enjoy the summer season from beginning to end on their own terms—all while still making education a priority. 

Personalized schedules are the primary draw among many families who want to spend afternoons together on the beach, take extended vacations, or simply make more time for rest and relaxation. The timing and frequency of school attendance are totally up to them. In fact, when students spend just a couple hours a day at Brightmont, they are likely to learn more and learn better than ever before—all while never missing out on special summer memories with their family and friends.   

Truth be told, when Brightmont becomes part of families’ lives during the summer, it’s hard for them to leave. And such a decision means they’ll never again have to agonize over the summer slide since staying the course and making necessary changes are always Brightmont’s custom. Families find Brightmont to be the best solution for summer—and all year long.  

Barbara Farland is an English & Social Studies instructor at Brightmont Academy in Plymouth, Minn. She holds a master’s degree in Business Communication from the University of St. Thomas and, prior to pursuing a second career in education, worked as an award-winning public relations and communications professional in both the corporate and nonprofit sectors. As a “storyteller by nature and teacher at heart,” Barbara continues to contribute to various anthologies, among other writing projects.