This from the Answer Sheet:

In the following post, Angela Hanscom, a pediatric occupational therapist and the founder of TimberNook, a nature-based development program designed to foster creativity and independent play outdoors in New England, suggests yet another reason more children are being diagnosed with ADHD, whether or not they really have it: the amount of time kids are forced to sit while they are in school.

This writing has been on the wall for a few years now. As schools, particularly elementary, have moved more heavily into strict academics or seatwork, in order to prepare for tests, then there is a proportionate increase in the interventions required to get students to conform to this kind of “schooling.”

It seems unnatural for children in the elementary grades, and even older children.

I agree, wholeheartedly, movement. Yes. Let’s. Here’s the rub.

I had 26 kindergartners last year. Movement activities were a huge management challenge. Necessary, compulsory, important. But re-direction, re-focus, and transition was difficult, not going to lie.

It’s intimidating, especially in this high pressure, high stakes evaluation culture that is very risk-averse. Rather than awarding risk, what if an evaluator comes in and I was unable to redirect my 26 students quickly enough? In my experience, risk is not its own reward. Out of the box thinking, while we think should be valued, is not. When movement activities, and other methods outside the norm for today’s school culture, are attempted, for some the risk is too great and seatwork and worksheets are the preferred go-to pedagogy.

To be on the safe side.