For years, Jessica Borisch’s children thrived at Dutton Christian School (DCS), a private school near Grand Rapids, Michigan, serving students from pre-K through eighth grade. But her youngest child, Gabe, had a different experience.
In first grade, teachers noticed Gabe had difficulty sitting still. By second grade, when classes shifted online during pandemic lockdowns, he struggled to adjust to the new learning environment. By the time he reached fifth grade, schoolwork had become overwhelming.
Borisch decided to seek answers. After a professional evaluation, she learned Gabe had attention-deficit/hyperactivity disorder (ADHD), a condition that makes it difficult for him to stay focused on classroom tasks. The diagnosis explained his challenges, but it also underscored the need for additional support.
“I could see he was bright and capable, but the way school was structured just wasn’t working for him,” Borisch said. “He needed tools and strategies to succeed, not just more pressure.”
Borisch’s experience highlights the growing awareness around ADHD in schools and the need for tailored resources. Educators say children with ADHD often benefit from individualized instruction, frequent breaks, and hands-on learning approaches. Without accommodations, many risk falling behind academically and emotionally.
Now, Borisch is advocating for better support systems, both within private schools like DCS and in broader educational policy. Her hope is that students like Gabe can thrive without being defined by their struggles.
“Every child learns differently,” she said. “The key is making sure schools are prepared to meet them where they are.”
