Is Chidon Really for Every Child?

From the Inbox: “Tears came to my eyes when I read two recent articles. At the same time, my heart aches. Because, while three of my children benefited tremendously, two of my children’s Chidon journeys have been very different.”

Name withheld to protect my children’s privacy

I was genuinely smiling and my heart felt warm when I read two articles you recently posted. The first was written by Yosef Yitzchok, an 18-year-old boy with a shining neshama and a determined spirit, who described the wonderful time he had participating in this year’s Chidon. Similarly, I felt an incredible sense of pride as I read the article written by Levi, his Friendship Circle chavrusa, who spearheaded this endeavor and studied with and supported Yossi through the process. 

The photo of Yossi proudly posing with his plaque and medal in the Chidon concert hall against the backdrop of thousands of fellow Chidon participants and a brightly lit stage speaks volumes. As does the video clip of Yossi singing and dancing to the Chidon theme song: “Hard work paid off to join this atmosphere.” Yes, indeed.

Tears came to my eyes as I read Yossi’s heartfelt words: “Chidon is one of the best things in the world. I want to tell all boys like me that they can also join Chidon. And I hope that they do! I will tell them: “You can learn Torah like other kids. You can earn prizes and go on amazing trips. You can feel the special chayus that Chidon kids have.”

I’m so happy for Yossi.

As a Chidon parent, I’d like to take a moment and thank Tzivos Hashem and the Chidon staff:

For delivering Kol Hatorah Kulah of the Rambam’s Sefer Hamitzvos to today’s children in an unprecedented manner, in an attractive packaging that speaks their language

For being open to user feedback and using it to fuel growth

For investing tremendous resources in the interest of creating a more inclusive program

For building a network of base commanders and providing the infrastructure through which they can personally help each child and parent navigate the Chidon system

For making it easier than ever for parents to create a positive limud hatorah relationship with their children

For empowering our children and their friends to learn, discuss, and occupy themselves with Torah during their spare time

For uniting our children worldwide with a common ground and shared goal

And for so much more. 

May the Aibershter grant every person involved in this project an overflowing abundance of brocha vehatzlocha in every aspect of their lives, robust health, gashmius with which to make ruchnius, and endless emesse chassidishe nachas from their entire families.

Three of my children have benefited tremendously from the Chidon. At the same time, my heart aches. Because two of my children’s Chidon journeys have been very different. How I wish that, as Yossi penned in his article, they could “feel the special chayus that Chidon kids have.”

These two are from the 15-24 percent of schoolchildren worldwide who have been formally diagnosed with neurodivergent conditions (such as ADHD, autism, and some learning challenges). Ninety-eight percent of these children, including my children, attend mainstream schools. This means that, like them, one of every five children will struggle with Chidon success simply because the way the Aibershter in His Infinite Wisdom wired their brains is incompatible with the curriculum. (These numbers do not include those who struggle for other reasons, be they mental health conditions, circumstantial challenges, or lack of formal diagnosis.)

Before you shoot me with comments about how nowadays every other child is given a label as a victim of the trends of the world we live in, let’s just keep it simple: Even if you are uncomfortable with the concept of diagnosing children, I should hope we are all aware that there are many children around the world who have a hard time succeeding at Chidon despite the fact that they try very hard.

Now, before you tell me that I shouldn’t even have registered my children to participate in Chidon, and should instead find other outlets through which to help them see success, or that I should be a more involved parent and not rely on “the system” to fix my children’s issues, I’d like you to consider the following: 

A child who struggles with Chidon usually also struggles academically, and often also struggles socially. As such, their need to feel that they can be “like everyone else” is exponentially stronger than that of other children. Because if they can’t, it’s yet another proof that there’s “something wrong with me” and that yet again “I don’t belong.” Which can very easily lead to “this lifestyle—or life—is not for me.” No matter how incredible and involved their parents are. These are indisputable facts—there are too many korbanos and kevarim to ignore. 

These are the children who not only expend tremendous efforts to stay afloat during their each and every school day (and very rarely manage to succeed), but watch their classmates thrive on things like Chidon Pirkei Avos, Chidon Halichos Olam, Yeshivas Erev, the Gemara Bifnim incentive system, Mishnayos and Tanya Baal Peh contests, essay contests, spelling bees, and brochos bees. They sink lower and lower into their chairs at each award ceremony as their classmates walk away with exciting prizes and carry their heavy sets of sefarim back to the classroom, while they accept their token certificate—or, in better cases, their fifth pocket-sized Mincha/Maariv or wallet-sized picture of the Rebbe.

These are the children who sit through class each and every day waiting for recess, but then often don’t even enjoy recess because they don’t connect well with their peers or have real friends. They look with longing at their school’s exciting Tzivos Hashem and Bnos Chabad activities, performances, after-school events, shabbatons, and Mesibos Shabbos, but they simply don’t feel like they belong.

These children look just like you and me, yet spend most, and sometimes all, of their each and every day as square pegs in battle against a world that feels the need to stuff them into circular molds. The pain is constant and goes very very deep. And while they may at times manage to squeeze into place, they are left feeling hopelessly stifled, misshapen, and out of place.

Yes, one in every five children.

No, I am not exaggerating.

For how long can we expect them to keep on keeping on?

Most mainstream schools today still have a way to go before they discontinue the set mold model. Enter Chidon. With “every child, every mitzvah” as its slogan, Chidon was designed to be the platform through which each and every child could enjoy a thoroughly positive, uplifting, and motivational experience as they learn about and connect with every mitzvah—on their own initiative and at their own level, independent of their school experience or anything else going on in their life. Not just that, they get to feel part of something global and special, and that they share a unique bond and commonality with so many other children from all over the world. With four tracks currently in place, it seems to just about meet that goal. Frustratingly, for this 20 percent of children, this is not yet the case. Chidon feels like yet another mold that simply doesn’t come in their size. 

Chidon is marketed as a voluntary program, but for these 20 percent, especially those living in Lubavitch communities or attending Lubavitch schools, it is more than mandatory: it is essential. And it is essential that the program be designed such that the sweetness of success is within their reach.

This is all the more crucial because Chidon is actually not a five-year program. 

It is a path that sets the trajectory of a child’s personal relationship with Torah and mitzvos. 

And concluding Book Five at age 14 means that the participant is no longer a child, but a teenager who is basing his or her next moves off his or her perceptions of the past few years.

While Chidon cannot be expected to solve all these children’s challenges, tasting the success and joy of a Chidon experience that caters to them where they are at means that this child-turned-teenager has a positive, warm, personal, and meaningful association with limud hatorah and with each and every mitzvah. It tells them that they are not damaged goods and that they are capable of succeeding with the tools and gifts that Hashem gave them. It lets them know with absolute certainty that they do have a place and a future in the world of Yiddishkeit.

I believe it is time for an additional track to be developed to truly accommodate the children who struggle, for whom even passing the most basic Chidon track is extremely challenging (yes, that’s factually one in every five children). This would need to be different from the standard style of studying and test-taking. It would need to be designed to accommodate each child al pi darko. I don’t have a fully developed idea of what this would look like, but there are certainly creative, knowledgeable, and skilled people who could come up with something incredible.

Here’s the clincher: It is crucial that this alternative track be branded and treated and rewarded with the same status and pomp as the rest of the Chidon tracks.

Let me explain. When the Mitzvah Maven tracks were first introduced, they seemed to herald a breakthrough: inclusion. Children who can only handle a more basic study system still have the opportunity to participate in the Chidon, albeit with a significantly scaled-down reward system. But when a child struggles through their each and every day despite trying so hard, setting them apart in this way is utterly crushing. It sends them the message yet again that they have no place in the mainstream society. This is not inclusion.

Inclusion means to provide equal opportunity to those might otherwise be marginalized. And “equal” doesn’t mean “the same.” In this case, it means to provide each child with equal opportunity to succeed in expanding their Torah knowledge and strengthening their personal connection with each of the mitzvos according to the abilities Hashem gave them–and to celebrate this accomplishment together as one with all those who are united through their shared achievement. Isn’t that Chidon’s ultimate goal?

You might argue and say that this is all wonderful and fine—and very idealistic—but falls way out of the scope of Chidon’s mandate or obligations. After all, the word “Chidon” actually means “quiz” or “test.” It conjures the image of a rigorous intellectual and knowledge-based competition where only the fittest survive—who said it needs to solve all the world’s challenges?

I beg to differ. As illustrated earlier, the biggest piece here is that these children need to see and feel that they truly belong. With Chidon designed to cater to “every child, every mitzvah,” and being so deeply integrated into every Lubavitch school and community around the world (including that of the yaldei hashluchim), it cannot go so far as to ignore the silent cry of 20 percent of its constituents!

Just as the Rebbe taught us that in addition to the Four Sons there is a Fifth Son, I beg Tzivos Hashem to recognize the need for a fifth track. It will be then that Chidon can in fact live up to its mission of “every child, every mitzvah.” 

P.S. Thank you, Tzivos Hashem, for being so open to and welcoming of my feedback and for giving me permission to share it with the public in this form.

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  1. Maybe I feel this way because I come from the group of children labeled “smart” but I disagree with the inclusivity of Chidon.

    My first year joining Chidon was in fourth grade – 5778. My parents made it clear to me that for them to pay the $1,000 flight to NY for the Shabbaton, I would have to earn a 90% average, not the 70% required. Being that I earned 89% I did not go that year. The next year I worked extra hard and came back with a plaque. After covid, I started not enjoying Chidon. Everything started becoming “dumbed down” and easy.

    The slogan “Every Child Every Mitzvah” is a beautiful thing, but Chidon is not meant to be easy. It was very frustrating to work extra hard and see other children with much lower grades than me get the exact same prizes. A Chidon is exactly that. A test. Something meant for those with sharper brains and the ability to sit and study. Those who have difficulty learning should focus on their schoolwork, not extra stuff.

    I really appreciated the fact that Mitzvah Mavens got to have a school trip, but for us to have the same school trip as them really upset me. Now my younger siblings are doing Chidon. They don’t even realize how easy it is. When I began, you had to sit and study for hours. Now they barely study and get awesome prizes and plaques and medals for being “A Mitzvah Maven.” I think that although it is a beautiful thing to include learning-challenged children in this incredible program, don’t forget the smarter children who NEED the extra challenge to enhance their normally boring schoolwork.

    1. You have a point. My daughter studied for about 2 hours before each test and did not study at all for the final and passed everything with flying colors, getting the plaque, medal and prizes for almost no work. We did not fly her in to NY for the trip. We did not think it makes sense to have such an over the top trip and expensive flight for almost no effort.

    2. You have a point. A very good point and that is probably what Chidon was originally intended for. BUT it is too late. Chidon has already been catered to try to (hopefully) motivate all types, and has already become a standard by all. There are maalos to both, regardless at this point in the game chidon is pretty across the board on lubavitch schools and it can be extremely frustrating for those who would like to join the hype but still find it out of reach just because their brain is wired differently.

    3. Your emotions are coming across loud and clear, and I feel for you. As I too was a child labeled “smart”, I know how frustrating it is for the students who consistently do well to be overshadowed by that kid who suddenly surprised his teacher and got a 60% on his test instead of the usual 40% – and is then awarded a certificate for his Yegiah. From an intellectual perspective, it feels wrong, and it hurts.
      If indeed your accomplishments – as natural as they may be (and I’m sure even you must put in effort) – are not acknowledged at all; you have every right to be bitter.
      But, as a current teacher, I know what goes on in most classroom settings. You are probably acknowledged, both in the classroom, and almost certainly at home, where there is less of that competitive environment; where only a select few are acknowledged at a time. I’m sure you get positive attention in your life, and rightfully so.
      Here’s the point, and as it was clearly articulated by the author:
      We’re dealing with the kids who Never. Get. Acknowledged with positive attention. Who never have an opportunity to shine, definitely not academically, and not even socially. It’s not just that others look down at them; they look down at themselves. In a system built around academic achievements, they are never, or barely ever, given a chance for their inherent value to be appreciated.
      That’s not what Yiddishkeit is based on.
      Yiddishkeit is based on effort. Effort cannot be marked by an intellect-based test, and should not be rewarded as such. They put in at least as much Yegi’ah as you do, if not more, and a global, central Mosad such as Chidon, which has such a widespread effect in the way children view themselves (and others) should recognize that.
      That’s the point of the author’s article, as well as my comment:
      Not to take the spotlight away from you one iota, but to change the lens of that spotlight from “Yediah” to “Yegiah”, thus making room for others to be in that same spotlight under which you rightfully deserve to be.
      Think about this from a Torah perspective. I’m available to answer any further questions you may have.
      Shmuel Wagner
      [email protected]

  2. Bais Chaya Mushka in crown heights really makes sure every child has a chance. They have another track called mitzva champ, where the girls need to make a scrapbook of each unit. It is a lot of work, many times it’s harder than studying but it is amazing for kids who have a hard time with tests. The base commander also really makes sure every student knows how to find the right track for them.

    1. If we could eatablish chidon to be based on Yegia not just Yedia. Then the smart kid and every other child would fell that chidon is well earned.

      No one feels good to get a plaque when you did nothing for it. Parents dont feel good to pay for a program that gives lavish prizes that kids dont work hard for. Schools dont feel good to give time for a program thaf the children are not investing into.

      Does that mean that chidon should only be for top students. Chas Vesholom. It means that we need base commansers like mrs klain in Beis Chaya Mushka that will include children who will work on chidon by making a scrap book. Yet challenge the brighter students to not only pass the 70% mark they have to pass 80% and some schools mark is 85% and good for them. As the bochur wrote those smart kids need to be challenged. But not on other peoples cheshbon.

  3. I appreciated the description of the child who is struggling with all the above- mentioned things. There’s another aspect not brought up – (and there’s always going to be another challenge coming in the way of a good thing) – the child who is bright but has zero interest in competing because they have fear of failure or have zero patience to study (adhd at best) . They may be very bright, but it doesn’t help. And, they often have a skewed view of fair. If they don’t get the mark or prize they expected (or possibly even promise by mistake but not followed up), they drop out and give up. If anyone has a solution to this type of challenge, would love to hear. Thanks

  4. Hello. Here’s my experience. Around 12-14 years ago my child was bored to tears in the classroom. Very bright B”H, yet the teachers would cater to the kids who need more time. Our requests to have her skip a grade fell on deaf ears while administrators voiced concerns about the social effects of being the youngest in a class.
    We were desperate to find something to challenge her. I looked all over for a Chidon or the equivalent in other communities for her to join. The schools here in CH have no honors track or gifted program. When I asked teachers to give her something extra to work on, they looked bewildered. There’s a huge emphasis to help students who are struggling. But to help a child who is bright? Forget about it. Not their concern.
    Finally the Chidon was established. Too late for my daughter to enjoy, but I’m happy there is an outlet for those who enjoy a challenge, and who have the drive to study and compete. Dumbing down Chidon in order to have an “everyone wins”atmosphere is utterly counterproductive.

    Can we please stop expecting every child to participate in everything?

    Shoshana B.

    1. I am not sure what you know about chidon but it has 4 tracks. The highest track is the iyun track. Evry child who gets over 90% gets a mini trophie. This track is very challenging.
      The pefect challenge for really bright kids.

      This is whats amazing about chidon its inclusive because evryone can be sucsesful. Yet its challeging for the smart kids.

      The challenge becomes when there are kids that just go for the trip and dont go for the track that they belong on.

      Then becouse those kids cheated the system
      1. Becouse no one told them they need to do more
      2. Becouse most schools and parents are afreid to set higger standerds.
      So thats why the solution is to not reward kids who are not able to do more?
      Is that not selfish ?
      What if you had a diffrent kid or a grandchild that was not so smart would you still say the same thing or would you want that child to be included?

  5. oy im sorry to hear how hard school can get for your children, i haven’t thought of it that way, and thank you for bringing attention to this.
    you sound like a parent who is very much in touch w the chinuch of your children, and your children are very lucky to have you as their parent.
    i hope you have much hatzlacha going forward.

  6. I find it somewhat strange that the author insists on writing about how chidon needs to cater to every child, while barely acknowledging the fact that the schools do not. According to the author, schools “still have a way to go” before they accommodate everyone, but chidon is (meant to be) there so anyone can achieve.
    Chidon is extracurricular, not required, specifically for those who want and can do it outside of their regular studies. It is by definition not for everyone. It is a prize intended to reward those who went “above and beyond” to learn more that what’s required (at least it’s meant to be.) Maybe chidon should have a “lower level” track for those who find it difficult to do the whole thing. (That would obviously have a considerably smaller prize so as not to invalidate the achievements of those who did the higher tracks.) But that is not the essence of the program.
    By contrast, school is intended for every child. While rewards might be good for positive motivation, a child is expected to understand that he goes to school not for rewards but because he is meant to learn. It is required for everyone. For 20% of students to not feel successful in school is tragic, and requires immediate change. We must find ways to accommodate everyone in school and make sure they are successful (while not holding back those that learn faster). That is the job of the schools, not necessarily the guy who makes special extracurricular programs.

    1. I agree with you that it is the job of the schools to accommodate each child. If they truly did, I don’t think it would such a big deal if Chidon only catered to a percentage of children. After all, each child would already be experiencing Torah success and joy through their school experience. Their bucket would be full (#iykyk) or almost full. But the fact is that as the author wrote, schools have a way to go into they reach that place. Is it Tzivos Hashem’s responsibility to step in? I’m not knowledgeable enough in the Rebbe’s sichos and directives to Tzivos Hashem about their responsibilities. I do know that klal yisroel has a responsibility toward all of its children, in which case it seems to me that a program such as Chidon, whose goal is for every child to have a positive association with and knowledge of the mitzvos, should indeed cater to every Jewish child.

  7. Your comment is deserving of its own article. Yes, teachers are taught to teach to “the middle” of the classroom. Consequently, the students on either extreme are not being catered to. Each extreme has their own challenges, and a mature person can appreciate that their personal challenge does not invalidate someone else’s.
    This article is addressing the lack of attention given to the ‘bottom’ extreme, and has an excellent, even crucial, point.
    Your experience is about the lack of attention given to the ‘top’ extreme, and has an excellent, even crucial, point in its own right.
    One issue does not invalidate the other.
    If your daughter’s school was indeed not able to accommodate her gifts, please, please don’t take that out on the suffering boys or girls for whom this article is written. As the hackneyed phrase goes, “two wrongs don’t make a right”.
    This author is not suggesting that advanced students should not be allowed into the Chidon. No idea of “robbing the rich to feed the poor” was proposed. Nothing will lack from the mature gifted boy or girl when others are let into the Chidon — in their OWN TRACK, as is clearly being suggested in this article.
    Please stop calling it “dumbing down Chidon”. That’s insulting for any child who worked hard to get into their respective track; whichever one.
    It’s not an “everyone wins (the same thing)”. It’s an “everyone is acknowledged”. Kinda like חייב אדם לומר בשבילי נברא העולם, which is actually a משנה, and not CH”V a liberal view.
    We’re not “expecting every child to participate in everything”. We are accommodating each child who puts in the effort.
    Shmuel Wagner

  8. BH

    Firstly, kol hakavod to Rabbi Wagner for taking the time to write up two brilliant responses. Your students are lucky to have a mechanech who is so in tune. I really appreciated reading your thoughts and the way you explained the situation so well.

    The pain of the struggling children is so real. And often goes largely unnoticed. I know because I too have a struggling child. And I live with my child’s pain every single day and night. It’s excruciating.

    And I think back to my earlier years as a teacher, when my own children were very young. I remember very clearly which of my students struggled. I tried to help them and make them shine, but I will openly admit that I had absolutely no concept as to how much these kids endure every single day.

    And to be honest, I believe that unless someone personally experienced the struggle, or is a parent of a child who does, they really don’t have a full grasp of what that life is like. There are some rare exceptions of stellar mechanchim who do get it, but with all due respect, I’d venture to say that most do not. It’s not their fault–most teachers and principals grew up being the smart ones in their class so they have no way of knowing.

    While I do acknowledge the need for intellectually gifted children to have a Chidon track that’s suitably challenging, as Rabbi Wagner pointed out, one point does not take away from the other.

  9. Not to take away from chidon and the study of mitzvos, but we all know that it cannot replace real learning. Reading summaries and insights is not an exchange for chumash and mishnayos.

    When I was growing up, boys would use their free time learning mesechtos of mishnayos and the like. I’m sure there are still many who do so today, but I also see many boys who are exchanging that for reading chidon book. Later, when they come to yeshiva, they are terribly disadvantaged. While they felt good knowing “kol hatorah kulah,” they were completely unprepared for serious learning of Gemara.

    We need to go back to good old Torah learning. Chidon is good for boys who cannot learn or for girls not interested in text learning.

    1. …Did more Torah learning, or less Torah learning, happen because of Chidon?

      You write, “when they come to yeshiva, they are terribly disadvantaged. While they felt good knowing “kol hatorah kulah,” they were completely unprepared for serious learning of Gemara.”
      On what basis do you say that?
      As a Gemara teacher in Yeshiva, I can tell you that Yeshiva does not expect complete fluency in reading inside. Right or wrong, that is the current standard. Conversely, when a student enters knowing the musagim of kol hatorah kulah (from Chidon or elsewhere – practically, it’s happening in Chidon), they are at a great advantage.

      1. I am a teacher in mesivta and I have seen numerous boys with adequate capabilities who were big chidon successes, but poor in reading gemara. It was a big letdown for them when they thought they were “advanced”, only to find out that they are quite behind. I have heard this from many other mesivta teachers as well.

        While yedios are helpful with learning, the main skill needed in learning Gemara is the ability to decipher Lashon Hakodesh and Aramaic text and structure. And that is something that they do not get from chidon.

        As well, the exciting graphics and images of a chidon book do not prepare a student for concentrating on tight black and white text. (And I hope you won’t suggest that we should make our gemaras into picture books…)

        If we want our children to have the patience and skill to learn Gemara, maamorim and so on, we need to prime them from a young age to classic learning according to their level (Kriah, Chumah, Mishnayos, Gemara).

        1. The hours they spend in yeshiva learning chumash and mishnayos serve to prepare them for Gemara, and the hours they spend after school in their own free time studying for Chidon replace other non academic activities they would be doing instead.

          1. Sounds good in theory, but it’s not what actually happens. The child’s focus is either on text based learning or on chidon learning. When given the choice, they will choose reading from a chidon book and it’s hard to pull them back.

            I am not saying that it’s impossible to do both. I am simply sharing what I, and many other mechanchim, have seen.

  10. A good teacher can cater to various levels, giving each student expectations that they can reach. A mass program cannot do that successfully. Which is why real growth for struggling students can only happen in a classroom with a wise teacher.

    1. You are correct that it cannot happen in a mass program to the same extent that it can with a teacher in a classroom. This article is trying to find a way even within a mass program. This is possible, and it will require ideas how to create this new track.

  11. B”H many of these children have gone on to succeed, far surpassing their peers in other areas as adults.

    They’re not dumb, but process information and experience life differently.

    Having experienced frustration throughout school, it’s a powerful experience to turn that into hatzlacha in the classroom.

    5 ingredients stand out as the keys to hatzlacha for children with ADHD:

    A. Energy & sensory regulation;

    B. Relationships;

    C. Style of learning;

    D. Choimer;

    E. Motivation.

    A. Energy & sensory regulation:
    Having loads of energy is great – you can achieve a lot with it. Haul heavy things, do lots of Chesed. Dance endlessly at weddings.

    This energy needs to go somewhere. It can’t remain bottled up inside or it will start to really hurt.

    Invest the energy into responsibilities. Allow the child to take physical movement breaks when he/we know he needs it. This unlocks his brain for learning, helps him feel good inside and teaches him to self regulate now and into the future.

    Even better, incorporate movement and sensory activities into the learning.

    B. Relationships:
    There’s a sensitivity often found in the energetic child. Ahavas Yisroel, care for another. A deep sense of empathy and attunement for those around them.

    An emotional environment that’s positive and relaxed means they can really relax and focus.

    When there’s tension in the room it can really hijack their brain.

    Establish rapport and create a bond and they will respond to the alliance. He knows you care, you’re on his team. He’ll care about what’s important to you because he feels your care for him.

    C. Style of learning:
    On a web of information, you can take the child anywhere but it needs to start from where they are. With an entry point that speaks to them, a sense that this matters, they’ll be curious and open to learning.

    Especially for children who are more relationship based (point B), information is processed through relationships as well. What does this concept we’re learning mean? Where does it fit into my life today? How does this mesh with what I know already?

    If it’s emotionally relevant, the cheishek to learn becomes לאין ערוך greater!

    D. Choimer:
    Have you ever seen a child with ADHD designing a contraption? Watch them come alive with creativity, using materials you would never think of, to build something you could only imagine.

    They usually have a keen understanding of the world around them – how things work and why they do.

    Bringing this approach to learning means understanding the hows and whys of the choimer being learned. Dry facts and figures, rote memorisation are meaningless. Without a way to relate to the inner workings of the concept, it can be difficult to process, synthesise and internalise the information.

    E.g. When learning גמרא, the opinions of בית הלל & בית שמאי can be difficult to remember. Understanding what brought בית הלל to say this way and בית שמאי to say that will mean the “ADHD” kid might remember better than anyone else!

    ‎“בית הלל has the מדה of חסד, so they say it’s מותר.”

    E. Motivation:
    Children with ADHD can attend to video games for remarkable lengths of time! Some would argue the isssue isn’t really attention deficit but something else.

    Good luck getting him to do something he doesn’t intrinsically care for. He simply won’t have the motivation.

    For the energetic child (adults too), it boils down to רצון. When he is internally motivated, his stamina and focus is surprising. He can work on something for minutes, hours and days.

    Chonye Morozow

    1. Seems like someone actually gets it!
      Halevai we could create curriculums that operate in this way. All our children would benefit.

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