Caregiver Blog - ADDitude.org

“Throughout the college application process, I learned the importance of surrounding myself with people and environments that set me up for success.”

My senior year in high school was one of my life’s most joyful, exciting — but stressful — periods. I am a huge planner and pride myself on working hard to achieve my goals. While these qualities are often beneficial, they can make tasks like narrowing down a college list and filling out applications challenging. On top of this, I have ADHD and dyslexia. Though I am very confident in my abilities, adapting to new environments, people, and expectations often requires a steep learning curve and involves a few mishaps.

Throughout the college application process, I learned the importance of surrounding myself with people and environments that set me up for success. Here’s more advice for neurodivergent students evaluating and applying to colleges.

1. Plan Ahead

My first piece of advice is to plan as far ahead as possible! My college search began sophomore year when I set up a meeting with my college admissions counselor. No major plans were made, but I gained a basic understanding of when and how I would apply to schools.

2. Take Standardized Tests Early

I took the ACT for the first time the summer before my junior year. I highly recommend doing this. This gives you time to practice and make room for improvement. It also ensures you have testing accommodations in place. Fortunately, I am a good (albeit slow) test taker and eligible for extra time because of my ADHD. Alternatively, you may opt to apply to test-optional colleges and use the time to focus on other application parts.

3. Gather Research

Beyond taking the ACT, most of my prep work before senior year comprised attending college information sessions, researching schools, and brainstorming essay ideas. I gathered as much information as possible on the universities’ academics, costs, and accommodation programs. However, finding a strong and collaborative student community was my most important job. By the spring of junior year, I had compiled my list of colleges and ranked the University of Notre Dame as my top choice.

4. Brainstorm Essay Ideas

I began drafting a Common App essay the summer before senior year. Give yourself plenty of time to brainstorm ideas before you start writing. Great ideas do not happen overnight.

5. Get Feedback

Ask others to read your essays and offer feedback. I love storytelling, but my grammar is never great. One friend had the opposite problem, so we helped each other; I brainstormed ideas for him, and he fixed all my comma errors. Trading also prevented me from procrastinating.

6. Pick a Writing Strategy

Find a writing strategy for your college essay that works with how your brain thinks. If you are unsure, take a creative writing class. My essay was closer to poetry than an academic essay. I tried to have a strong narrative and told unique stories from my life, such as hanging a wagon in a Magnolia tree, traveling to see a solar eclipse, learning life lessons at summer camp, and being admitted into a secret theater society.

7. Give Yourself Grace

Be sure to give yourself grace. I am very grateful to attend Notre Dame. However, I’ve learned that no matter how hard I work, some things don’t end up as I imagined. During my recent search for a summer internship, I didn’t receive interviews for several large companies I absolutely loved and had networked with for months. The waiting game was so tough. Though I was disappointed, I kept putting myself out there, talked to other companies, and applied for jobs. I eventually did receive an amazing offer unexpectedly from one conversation at a career fair with a small boutique consulting firm. The company completely changed my perspective on the industry, and I made a very different decision than I initially thought I would.

8. Keep An Open Mind

Good can be found in all places. I imagined myself at Notre Dame and have loved my college years. At the same time, my summer internship completely took me by surprise, and yet, I know it will be a fantastic experience. I cannot emphasize enough the importance of openness and perseverance. Remember that, as a student with learning differences and ADHD you have had to work especially hard to find your place in the world. I am fully confident that by prioritizing a supportive community, planning, and having an open mind, you will find yourself surrounded by amazing opportunities and people better than you can imagine.

Are you a teacher or know someone in education who is interested in improving teaching strategies for gifted education, advanced learning strategies, and high level differentiation?  The Illinois Association for Gifted Children (IAGC) is offering Foundations for Teaching Advanced Learners in Todays Classroom starting January 17, 2024.  PD and SH hours offered.  Here are the details:  https://www.iagcgifted.org/event-5346827 

Every holiday season, we face a persistent challenge: how to respond to family members who don’t understand ADHD and yet feel compelled to share their discipline and parenting advice (often loudly). While every family dynamic is unique, here are some general strategies plus scripts for handling a wide range of common problems with obtuse relatives.

“Ugh, there he goes again with his tantrums.”

“Why can’t your child just sit still?”

“You’re just making excuses for her bad behavior.”

“This wouldn’t be happening if you actually disciplined your kid.”

Ever, in the history of parenting, has a family member’s unwelcome advice or unsympathetic judgment made life easier for a child or their caregivers? Nope. For many of us, rampant misunderstandings, fear of being judged, short tempers, and even unspoken disapproval make spending time with some relatives stressful and frustrating. And bitter family disputes over ADHD are typically the last thing on Earth you want yourself or your child to endure during the holidays — or ever. Yet here you are, facing the possibility once again.

For many families, cutting off contact is not a viable solution. The fact is that we don’t get to pick our family members, and many of us value and relish family customs and traditions that we hope to preserve for our kids. That necessitates positive (or at least tolerable) relationships with far-flung relatives.

If you anticipate biting comments and unhelpful feedback from these family members, here are several strategies — from practicing self-advocacy to educating others about ADHD — that can help you and leave your child feeling buoyed rather than bullied by family members.

Family Dynamics: ADHD and the Extended Family Experience

Though no two families are alike, these problems, feelings, and concerns often come up when dealing with unsupportive relatives who don’t understand ADHD:

• Misunderstanding and misinterpretations: Family members may perceive your child’s ADHD symptoms and traits, like distractibility and hyperactivity, as misbehavior and bad manners. They may not understand (or may refuse to accept) that these are characteristics of ADHD, a neurological disorder.
• Judgement and embarrassment: You might be blamed — directly or indirectly — for your child’s behaviors at a family gathering, which only fans the flames of stress if your child is having a particularly hard time.
• Shame: Challenging family settings and judgement from relatives may leave you feeling like your child is flawed. Your child might also start to feel ashamed — a core experience for individuals with ADHD.
• Guilt: Relatives might guilt-trip you over how you’re raising your child, but you might also lay the guilt on yourself for “failing” to control your child.
• Behavioral dysregulation: Meltdowns and tantrums are never fun, especially when they creep up during family gatherings, subjecting you and your child to disapproving stares and worse.
• Emotional dysregulation and anxiety: Negative experiences with relatives can make it difficult to think about family events without feeling overwhelmed or hopeless.
• Denial and magical thinking: Assuming that family problems will sort themselves out rarely works and often leads to frustration.

Dealing with Difficult Family Members

How should parents respond when one or more of these challenges disrupts a family gathering or relationship? And how can we fortify our family relationships when ADHD is in the picture?

1.  Educate the family about ADHD

• Give concrete information. Emphasize that ADHD is a neurological condition that impacts functioning. While treatments are used to help manage symptoms and behavioral challenges, ADHD can’t be overcome with sheer willpower, corporal punishments, or a specific parenting style. Explain how ADHD manifests in your child with specific examples (e.g. he has trouble sitting still during meals). It might help to share an ADHD information pamphlet and to direct your family to other authoritative resources.
• Engage in productive discussions. Stay positive and inviting as you talk to your relatives about ADHD. Say, “Uncle Mark, I know it’s frustrating for you when my daughter looks away as you’re talking to her, but that behavior stems from her ADHD. Her mind wanders off. Please just gently remind her to stay with you. That’s how ADHD is for some people.”
• Emphasize the importance of support. Remind your family that negative reactions seldom help your child, especially in the middle of a meltdown or tantrum. Support goes a long way toward defusing situations and helping ADHD families feel welcome and valued.

2. Defuse conflicts and behavioral disruptions

• Focus on the goal. Remember that you want to get along with your family. When tempers flare, stay calm and speak in a neutral voice. Say, “This is our family dinner. Can we change the subject or hit the reset button? Let’s take a deep breath.”
• Find allies. Align yourself with family members who support you and can help you in difficult family situations. They may be able to help calm your child down if they’re having a tough time.
• Cope ahead. If you know you’ll be facing a challenging situation, prepare tools and strategies in advance. For example, if it’s a 3-hour car ride to grandma’s, think about taking breaks on the road, packing snacks and toys in the car, and other ways to keep everyone calm. Call grandma ahead of time and let her know that your kids (and you) will need a break when you arrive.
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• Find opportune moments to take the lead and communicate with family members about your concerns. Gently discuss better ways to handle challenging situations. You can say, “Aunt Betsy, do you have a moment to talk? I want you to know that when you judge my child, it makes him feel bad, and it makes me feel bad. My child has ADHD, and he’s doing his best. What may be more helpful is if you ignore the behavior or discuss it with me privately.”
• Collaborate by inviting rather than demanding. Try to meet your family members where they are. Say, “Uncle Pedro, I know you like to dine quietly at the dinner table, but my children are rather noisy. They’re not that way because of my parenting style; they’re just bubbly. What would help? Can the kids get up from their seats earlier? Can all of the children be seated somewhere else?”

4. Develop self-awareness

• Practice mindfulness. Pay attention to your thoughts and feelings, especially in tough family situations. Acknowledging your feelings can help you avoid getting swept up in the moment and determine appropriate, productive ways to respond.
• Practice self-care. Take care of your physical, mental, and emotional health — key factors in building resilience against life’s stressors (like family problems). With ADHD, that might mean seeking a therapist for yourself and your child.

5. Don’t take interactions too personally

Easier said than done, but the more you practice this (along with mindfulness) the sooner you’ll recognize that a family member’s reactions have more to do with them than they do with you or your child. This realization will make it easier to brush off passive-aggressive comments, eye-rolls, sighs, and other reactions from family members. A sense of humor also helps.

Approaches and Example Scripts for Common Scenarios

• Well-meaning but unsolicited parenting advice offered in front of your child: Invite your family member to have a conversation. Calmly share your observations and try not to put them on the defensive. “I would love to run something by you — I know that you love me and my child. It’s so clear that you want the best for us. But in those moments when you say X in front of my son, it’s not helpful to us. I do appreciate your ideas, but I would prefer if you brought them to me privately.”

• “You’re pulling the ADHD card as an excuse for bad behavior:” It’s possible that your family member might not realize how judgmental and hurtful their comments sound. Talk to them about how their comments make you feel and do your best to explain your child’s ADHD symptoms. Remind them that your child is doing their best. This may also be a good time to practice not taking comments personally. In and out of the family, there always will be people who pass judgement — and you aren’t obligated to engage with them!

• Your child picks up on differential treatment. Validate your child’s feelings and offer your presence. Talk through some ways your child can practice self-advocacy and self-care after being with family. If there’s a particularly problematic family member, find a time to talk to them about their actions.

• “I struggled, too, but I turned out OK without any help:” It’s doubtful that you’ll be able to get through to family members who make these types of comments. But shifting tactics can work. Focus on the family member’s concern over the ADHD label. They might be able to relate, for example, to difficulties with getting started on homework or procrastinating until the last minute.

• “Why can’t you just go with the flow?” Not all family members appreciate and respect the importance of your child’s reliable routine, and understand that departing from it can lead to serious consequences. Everyone has the right to their own lifestyle, and while explanations are not necessary, they can help defuse tough situations in the heat of the moment. Prior to a family gathering, for example, tell the host that you’ll be leaving at a certain time and that you’ll be taking breaks with your child throughout. “We know that you have different expectations, but this is important to us. It’s how our family functions best.”

ADHD misconceptions are not only plentiful, they are enormously threatening to the mental and emotional health of people with ADHD because they cause delayed or missed diagnoses, feelings of shame, and dangerous behaviors. We asked our audience members what myths they would eradicate about ADHD if given the chance.

ADHD misconceptions are as persistent as they are pernicious — inflicting emotional and psychological damage on those (diagnosed and undiagnosed) individuals with ADHD who face (and face down) the myths.

Recently, we asked ADDitude readers to share the ADHD stereotypes they would most like to eradicate if given the opportunity. Read their answers below and share your thoughts in the Comments section below.

ADHD Misconceptions and Myths That Must Go

“I would eradicate the notion that ADHD is ‘just a behavioral problem,’ and the idea that kids just need to be punished. It pains me that people truly believe this because they end up traumatizing neurodivergent children and punishing them for a true disability/mental health concern.” — Ashley

“I strive to eradicate the idea that those suffering from ADHD are lazy. I wasn’t diagnosed with ADHD until I was in my mid-20s, so growing up a lot of my behavior was labeled as lazy — especially when it came to getting started on school assignments or keeping my room clean. In reality, I was experiencing paralyzing anxiety prior to getting started on a task. Even today, after educating myself on my symptoms, I still hear that voice in my head telling me there’s nothing wrong with me and that I’m just lazy. This myth has been the most detrimental.” — Anonymous

“If I could eradicate one myth about ADHD, it would be the idea that medication is not needed to help treat ADHD symptoms. ADHD medications have such a bad stigma around them that, as a recently diagnosed adult with ADHD, I am afraid to admit to people that I am medicated with a stimulant. People make assumptions that those who take stimulants are drug seekers or they do not actually have ADHD — they just need to try harder, stop being lazy, get over it, etc. When the correct medication is used to treat someone’s ADHD symptoms, it can be (and has been) life changing in more ways than one.” —Anonymous

ADHD Parenting

Your child’s teacher spends five to six hours with him each day. She doesn’t know him like you do, but she sees things you can’t — or won’t. Here’s advice from real parents and teachers who found ways to work together that really benefited everyone.

1. Start with Respect

2. Communicate Openly — and Often

3. Be Accountable

5. Be Persistent

6. Involve the Whole Team

7.  Celebrate Success

8.  Get Involved

9.  Be the Expert on Your Child

10.  Use Technology

11.  Teach Kids to Self-Advocate

This year, the Illinois Association for Gifted Children and the national group, Supporting Emotional Needs of the Gifted, are partnering to bring parents in the Chicagoland region a Regional Parent Conference!

CGCC will have an exhibitor booth at the conference and CGCC Board members will be giving a panel presentation, "Walking the Journey of Parenting Bright, Complex Kids."

The keynote speaker will be Jen Merrill, author of If This is a Gift, Can I Send it Back?: Surviving in the Land of the Gifted and Twice Exceptional and the Laughing at Chaos blog.

Worried about your child making the transition from high school to college? Keep him from drifting into academic free-fall with these tips for planning ahead, choosing courses, and encouraging self-advocacy.

Many students with ADHD do well in high school, but struggle with grades and being on their own in college. Parents send their son off to his dream college, having every reason to believe he will excel, only to have him flunk out in the first semester. Students whose parents and teachers coddle them in high school are especially prone to failure. In fact, too much parental hand-holding in the junior and senior years, say experts, is a warning sign that the student may have trouble in college.

“Many parents control their children’s lives,” says Carl Thum, Ph.D., director of the Academic Skills Center at Dartmouth College, in Hanover, New Hampshire. “When the student enters college, he can’t manage the newfound freedom without his parents’ daily guidance.” As if that weren’t enough, college rarely provides the same level of support and one-on-one attention that high-school special-ed programs do.

The bottom line? The student drifts into academic free-fall.

To help students with ADHD successfully move from high school to college, experts recommend that parents use the following strategies before heading off to campus:

Plan Ahead

“Poor time management trips up many students with ADHD in college,” says Jodi Sleeper-Triplett, an ADHD coach based in Virginia, who works with kids, teens, and college students. “Have your student choose a planner – whether it’s an online version, a smartphone, or a traditional paper format – and practice scheduling her day before she heads off to college.”

It’s vital that students be able to schedule – and execute – daily activities on their own, says Patricia Quinn, M.D., a developmental pediatrician, who specializes in kids and teens with ADHD, and author of ADD and the College Student. “Have your student pay attention to managing time around life activities, such as socializing and extracurriculars, not just around academics,” says Quinn. Because parents often do a lot for their kids – grocery shopping, laundry – students aren’t aware of how time-consuming managing day-to-day necessities can be.

Find a Point Person

“When you research prospective colleges, find out if there is enough on-campus support to help your student with the transition,” advises Thum. “Be sure that a dean, a counselor, an ADHD coach, or someone in the disabilities office is tuned in to the problems that students with ADHD face,” he says. The student, not the parent, should contact this point person during the junior or senior year of high school.

Before starting the first semester, your son should talk with the contact person about the accommodations he will need – and the backup documentation that is required to get them. Thum also advises students to “find someone in the campus infirmary or health clinic who can meet with him once or more a semester to do a med check.” Students who continue taking ADHD medication in college need to adjust the dosage to accommodate new academic demands – two-hour-long lecture classes, for instance.

Encourage Self-Advocacy

Students should practice advocating for themselves – approaching teachers to ask for extended time on tests, say, or for permission to record lectures — before the first day of classes. Says Quinn: “Starting in the eighth grade, talk with your son about how his ADHD affects him, socially and academically. Be sure he is aware of his academic strengths and weaknesses.” Quinn suggests that ADHD students know their learning style – visual, auditory, or kinesthetic – and have suitable study techniques to prepare for tests. Students should also have a feel for which courses play to their strengths and which ones will be a problem.

Mix It Up in the Classroom

“Half of doing well at college is course choice,” says Thum. “Students with ADHD shouldn’t dumb things down, but they shouldn’t overextend themselves either.” Thum advises that students not load up on lecture classes, a poor fit for a kid who is easily distracted. Smaller classes or courses that require doing projects are better.

“Selecting the right courses can be tough during the first semester or two, because students don’t know what they are interested in,” Thum says. “They need to seek the advice of a dean or special-ed counselor, who can guide them. Poor course selection is a key reason some students with ADHD get into academic trouble.”

Stay Involved

Parents play an important role in a child’s college success, but it is different from the one they played in high school. “Support your child,” says coach Sleeper-Triplett, “but don’t jump in to fix problems. If your son doesn’t get along with his roommate, be a sounding board, not a problem-solver. Ask him to come up with potential solutions, and subtly steer him toward the most effective option. If your child is in a real bind, step up your involvement: Don’t solve the problem for him, but be supportive and available to talk it over. You might also call your child’s advisor, in confidence, and suggest that he have a one-on-one with him.”

A friend of mine was glad she encouraged her son’s independence in high school. “In freshman year, I would sit by him late into the night when he wrote papers,” she says. “But I did less and less as time went on. By the time senior year came around, I did hardly any handholding.” Now that her son is in college, she answers questions and gives guidance without doing his work. He is flourishing.

Taking a Break

If your child leaves college for a semester or two because of poor grades, try the following tips to get her back on academic track when she returns:

• Debrief without shame and blame “Have someone who is objective debrief the situation,” advises ADHD coach Jodi Sleeper-Triplett. It could be a psychologist, clergy member, or a trusted family friend who can review what the student did-and did not do-in college. Be sure the person talks with your student about forms of support she will need when she returns. “It’s important that the student be encouraged to figure out what worked well at school and what didn’t-and to get through this often-painful process without harsh judgment.”
• Stay active Students should spend their time away from college working at a job, traveling, or engaging in self-study, suggests Carl Thum of Dartmouth’s Academic Skills Center. “Have them do something productive – not just play video games,” he says. “Ninety percent of the time, students are more focused after a year of doing something meaningful.” The benefit of staying active is that the student can regain the self-confidence she lost.
• Seek more support Experts advise students to return to campus with a proactive approach to getting help. “In almost every case, students who had to leave college for some time didn’t take advantage of support while they were there,” Thum says. “When they get back, they need to talk with their professors and deans, and find out about-and learn to use-supports at college.”

Great 5 minute video from Bright & Quirky regarding this topic:

If your bright child resists the very thought of reading, or learning non-preferred subjects, should you push them anyway?

According to Melanie Hayes, EdD, Director of Big Minds Unschool, this pattern is not unusual in bright and quirky kids.

Listen as Dr. Hayes shares quick tips on how to proceed in this delicate situation. The answers may surprise you.

ADDitude  Newsletter

Q: My teen has ADHD, and sometimes, she can be very sensitive. When she confides in me, I don’t always know when I should give her advice and when to stay quiet and just listen. How can I tell which response is best?

When your teen opens up, try to determine whether she just wants a safe space to vent or she is uncertain and seeking guidance. Knowing is half the battle. A teenager’s primary job is to move away from their parents little by little to eventually become fully independent. Teens are a lot like toddlers—venturing farther from you to test their independence, but still requiring support as they face a host of dangers they don’t understand. Your role is to encourage safe exploration and stand by.

You can do this by listening reflectively and asking thoughtful questions. Your best strategies will be to reflect on what you’re hearing, to be honest about your own uncertainty, and to ask what she needs. If she does want guidance, be sure to keep your advice simple, brief, and nonjudgmental.

You might say something along these lines:

• “It sounds like this situation with Suzie is really frustrating. I have some thoughts about how you might handle it, but I’m not sure that’s what you want right now.”
• “Seems like you’re facing a tough choice. What would be the positives if you made choice A? What about B? Are there any negatives to either choice?”
• “Gosh, that is a dilemma. How would you feel if you didn’t (do the thing, say the thing)?”
• “I see how much thought you’re giving to this, and I get how challenging this must be. What does your gut say?”

Walking alongside her as she thinks about and solves her own problems is far more powerful, and supportive of a growth mindset, than is solving the problems for her. But don’t be surprised if she resists answering your questions. If her response is a sigh and an eyeroll, show your reflective listening with responses like, “I get it. Wow, that’s hard.”

Remember to acknowledge her thoughtfulness, as praise is scarce for many teens who have ADHD. You might say, “Thanks for including me as you think this through. I’m really impressed by how you’re handling it.” For a teen who struggles (and let’s face it: what teen doesn’t?), knowing you’re her ally, confidante, and biggest cheerleader can be the best scaffold in the world.

Attitude Newsletter

As an educator dedicated to supporting students with ADHD and other learning differences, I’ve delivered many presentations over the years to teachers of students who learn differently. One training session, in particular, stands out. I desperately wanted to effect real change, and I remember putting immense pressure on myself to drive home the importance of inclusive teaching strategies.

As I quietly reflected on how to achieve that, I jotted down a list of essential presentation components: statistics on learning differences, findings from peer-reviewed journals (naturally), quotes from psychologists — anything I thought would make an impact on this group of teachers. Still, for all their compassionate intentions, it was possible they would forget my words by Monday morning.

Then I realized what was missing: the human element. To put yourself in someone else’s shoes is a powerful way to appreciate (or try to appreciate) the lived experience of others. That’s what I wanted the teachers to do.

On the day of the training, I asked the teachers to try some exercises to better understand the top challenges facing their students with learning differences. I still use these and other simulations for educators today.

Simulations for Educators: Activities to Understand Students with ADHD and LDs

To Simulate Difficulty with Focus

For this activity, I have teachers read a short text on a screen and try to retain key points (like names, dates, and places) without taking notes and while loud, distracting noises (traffic, children playing, birds tweeting, and so on) play. The text also disappears off and on the screen during the activity, interrupted by intermittent thought bubbles that display questions like, “I wonder if it’s going to rain later” and “Did I remember to switch off the gas?”

Without warning, the text abruptly disappears from the screen, replaced by a series of questions about the text. The teachers then have a few minutes to answer those questions.

To Simulate Sensory Overload

I ask teachers to take a short quiz in this activity, but the quiz isn’t the main point. The purpose is to gauge how they feel in their environment as they’re taking the quiz and as multiple environmental changes are taking place, unbeknownst to them. These changes are meant to provoke strong sensory responses similar to those experienced by students with sensory processing challenges.

Before starting the quiz, I have teachers sit uncomfortably close to one another (within reason). I also bring in a few extra lamps. During the quiz, I turn up the heating, turn on the extra lamps, keep blinds wide open if there is bright sunlight, type loudly on my keyboard, and shuffle papers. I also start a ticking countdown timer or coordinate ahead of time with the room next door to have them make lots of noise during the quiz.

To Simulate Auditory Processing Difficulties

In this listening exercise, teachers have to write as I read aloud from a passage. (I choose an intermediate-level text). However, embedded into every sentence is a completely made-up, nonsense word. As I read, I do not stop to explain or spell this word. I continue to read as if I’ve said nothing unusual, ignoring the looks of confusion and other reactions from the audience.

To Simulate Visual Strain

Many students with dyslexia experience visual perception issues that affect reading. (Though visual strain is also common in dysgraphia and other learning differences.) Black text against white backgrounds tend to cause most visual strain, even causing letters to appear blurry, distorted, and at different line heights. This is somewhat straightforward to simulate. I have teachers read blurry black text printed on a white sheet of paper, and I ask them to compare that to the experience of reading the same text, but printed in blue and on cream-colored paper. The latter, of course, reduces visual strain.

Put Yourself in Their Shoes: Helping Neurodivergent Students Succeed

Ultimately, a neurotypical person can never truly understand the neurodivergent experience. But, without fail, there is always a tangible shift in the room following these exercises. I know that I’ve hit the mark when I hear “wows” and see heads nodding — or shaking. Teachers will share that the activities made them feel “stupid,” “frustrated,” “uncomfortable,” and “ashamed.” They are instantly curious and eager to know what they can do to avoid making their neurodivergent students feel this way. They want to know how to become inclusive educators who can help all students succeed. They want to enact real change.