Beyond the Corrections: Helping Students with ADHD See Their Strengths

David Neeleman, the entrepreneur who founded JetBlue Airways, struggled in school. He has spoken openly about having ADHD and how difficult reading and concentrating were for him as a student.

Years later, while running Morris Air, he helped pioneer electronic ticketing—a system that transformed how people book and board flights. The idea emerged when an employee pointed out how much time the company spent printing and mailing paper tickets. Neeleman saw an opportunity to do things differently.

His story offers a valuable reminder: sometimes, people who struggle with the way things have always been done are the very people who imagine a better way.

What I find especially meaningful about Neeleman’s life story isn’t just what he accomplished. It’s what he has shared about his formative years: his parents helped him recognize that he had strengths beyond the things he struggled with in school. They encouraged him to see his talents, even when traditional academic tasks were difficult.

ADHD can affect attention, impulse control, activity level, organization, and emotional regulation. These challenges are real, and students often need explicit instruction, structure, accommodations, and consistent support to navigate them.

As educators, we spend a lot of time helping our students with ADHD recognize what needs to change. We correct mistakes, redirect behavior, remind students of expectations, and help them build skills they haven’t mastered yet. That’s part of teaching, and it matters.

But imagine being a student who hears your name called mostly when you’re off task, talking too much, forgetting an assignment, interrupting, or struggling to get started. Even when each correction is reasonable in the moment, the pattern can begin to shape how they see themselves.

Over time, a student may start to believe, “I’m bad at school.” “I can’t get anything right.” “I’m the kid who always gets in trouble.”

In my work as a licensed therapist and former high school teacher, I have worked with countless students with ADHD, both in the classroom and in my therapy office. Their struggles are often the focus and are easy to see. Alongside equipping students and families to navigate those challenges, I double down on helping each child recognize and build on their strengths.

For some students with ADHD, those strengths include creativity, energy, curiosity, empathy, or an ability to think outside the box. These qualities aren’t universal or exclusive to ADHD, but they deserve our attention. Have you noticed them in your students or friends who have ADHD?

A student who struggles to sit still may also bring energy and enthusiasm to a group. A student who blurts out ideas may be highly curious and creative. A student who approaches a problem in an unconventional way may see a possibility others have missed.

Our job isn’t to ignore the challenges or pretend that every behavior is a strength. It’s to help students develop the skills they need while making sure their struggles don’t become the whole story they tell about themselves.

A small practice that can make a difference

One simple way to do this is to become as intentional about noticing and naming strengths as we are about correcting challenges.

Try naming one specific strength you observe in a student each day. It doesn’t need to be a grand gesture or a long conversation. The more specific and genuine it is, the better.

Instead of a general “Good job,” you might say:

“I noticed how many different ideas you came up with during that activity.”

“You brought so much enthusiasm to your group today.”

“You asked a thoughtful question that helped us look at this differently.”

“I saw you keep trying even when that assignment felt frustrating.”

“You noticed that your classmate was having a hard time and checked on them. That was really thoughtful.”

These comments help students recognize qualities that are true about them. They also communicate something important: I see more in you than the things you struggle with.

I know how much teachers are already carrying, and we need fast, meaningful, high-impact practices that go a long way. This is one small shift in attention—one that can happen in the middle of an ordinary school day, alongside teaching new skills and maintaining clear expectations.

David Neeleman’s story reminds us that not fitting the mold in one area doesn’t define our potential. Students may not yet recognize their own strengths, especially if those strengths don’t always fit neatly into a traditional classroom.

Sometimes, they need an adult to notice those strengths first.

What if every student in our classroom had at least one adult who consistently noticed what they did well?

If you’re looking to deepen your understanding of ADHD and find practical ways to support students in your classroom, you can explore the Albion Center for Professional Development’s ADHD courses today.