Academic Failure, Learning Differences, School Refusal & ADHD

Academic Failure

Many participants have experienced failure in school due to anxiety, learning differences, or self-esteem issues. Many students are much brighter than their recent academic record suggests and this failure creates a risk factor for behavioral problems and substance use. Evoke is an ideal setting to address challenges related to struggles in the traditional academic setting. In-field psycho-educational testing is available upon request to help determine the source of the academic difficulties.

Learning Differences

Learning differences are challenges that cause a person to have difficulty learning in a typical way. Common learning differences are Dyslexia, Dysgraphia, Language Processing Disorder, and Auditory Processing Disorder. Testing and natural assessment can offer the client and family clarity regarding potential learning differences. In addition to the obvious challenges of a learning difference, the individual may also experience low self-esteem and a deficiency in social skills. Individuals with learning differences are also at higher risk for substance abuse and oppositional behaviors that serve to mask their insecurities. Participants come to understand their strengths and compensate for limitations by adopting accommodation techniques. Self-esteem is enhanced through a strength based focus and the sense of accomplishment that come from a successful completion of the program.

School Refusal

Social anxiety, self-esteem, bullying, trauma, family discord, or learning differences are some of the precipitating factors in school refusal. Our non-traditional setting offers a respite from those factors to help address the core issues causing the school refusal. As an accredited school, Evoke helps students to get back on track and offers parents recommendations for continued success after the conclusion of our program.

Attention Deficit/Hyperactivity Disorder (ADHD)

This issue is often first diagnosed in childhood or adolescence. The main characteristic is a higher level of inattention and/or hyperactivity and impulsivity than other children. Disorganized, not paying attention to details, moving from one uncompleted task to the next, and being easily distracted are all markers of someone struggling with ADHD. People with ADHD tend to think of tasks that require sustained thought and concentration as impossible or unpleasant. If combined with the hyperactive component, the individual will display fidgeting, tapping their hands, shaking their feet, talking excessively, having difficulty sitting still, and making noise during inappropriate times. ADHD will interfere with school performance and will likely be accompanied with impulsive, acting-out behaviors. Those with ADHD often mistake this problem with “being stupid” or demonstrate more oppositional behaviors to cope with low self-esteem. Our expert staff are able to provide assessment and develop a plan for life to set the participant up for success. Accommodations and creating a plan that effectively matches each individual will lead to improved confidence and self-esteem. Click here to read Dr. Matt Hoag's blog about ADHD.