{"id":13593,"date":"2026-06-04T10:43:54","date_gmt":"2026-06-04T10:43:54","guid":{"rendered":"https:\/\/www.shrn.org.uk\/?p=13593"},"modified":"2026-06-04T10:43:55","modified_gmt":"2026-06-04T10:43:55","slug":"cefnogi-iechyd-meddwl-dysgwyr-ag-adhd-beth-gall-ysgolion-ei-wneud-nawr","status":"publish","type":"post","link":"https:\/\/www.shrn.org.uk\/cy\/cefnogi-iechyd-meddwl-dysgwyr-ag-adhd-beth-gall-ysgolion-ei-wneud-nawr\/","title":{"rendered":"Cefnogi Iechyd Meddwl Dysgwyr ag ADHD: Beth Gall Ysgolion Ei Wneud Nawr"},"content":{"rendered":"\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"461\" src=\"https:\/\/www.shrn.org.uk\/wp-content\/uploads\/2026\/06\/AdobeStock_591837018-1024x461.jpeg\" alt=\"\" class=\"wp-image-13583\" srcset=\"https:\/\/www.shrn.org.uk\/wp-content\/uploads\/2026\/06\/AdobeStock_591837018-1024x461.jpeg 1024w, https:\/\/www.shrn.org.uk\/wp-content\/uploads\/2026\/06\/AdobeStock_591837018-400x180.jpeg 400w, https:\/\/www.shrn.org.uk\/wp-content\/uploads\/2026\/06\/AdobeStock_591837018-768x345.jpeg 768w, https:\/\/www.shrn.org.uk\/wp-content\/uploads\/2026\/06\/AdobeStock_591837018-1536x691.jpeg 1536w, https:\/\/www.shrn.org.uk\/wp-content\/uploads\/2026\/06\/AdobeStock_591837018-2048x921.jpeg 2048w, https:\/\/www.shrn.org.uk\/wp-content\/uploads\/2026\/06\/AdobeStock_591837018-1200x540.jpeg 1200w, https:\/\/www.shrn.org.uk\/wp-content\/uploads\/2026\/06\/AdobeStock_591837018-1980x891.jpeg 1980w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><strong>Yn y blog hwn, mae Dr Abbey Rowe, DECIPHer, yn rhannu canfyddiadau allweddol o\u2019i hymchwil ddoethurol i sut mae ysgolion uwchradd yn llunio iechyd meddwl dysgwyr ag anhwylder diffyg canolbwyntio a gorfywiogrwydd (ADHD), ynghyd ag argymhellion wedi\u2019u llywio gan ymchwil ar gyfer camau gweithredu y gall ysgolion eu cymryd i leihau anghydraddoldebau iechyd meddwl i\u2019r dysgwyr hyn a\u2019u cefnogi nhw\u2019n well.<\/strong><\/strong><\/p>\n\n\n\n<hr class=\"wp-block-separator has-text-color has-alpha-channel-opacity has-background\" style=\"background-color:#7bc144;color:#7bc144\"\/>\n\n\n\n<p class=\"wp-block-paragraph\">Gyda ffocws cynyddol ar gynhwysiant a lles yn ysgolion Cymru, mae hon yn adeg bwysig i fyfyrio ar beth sy\u2019n gweithio, a beth gallai weithio\u2019n dda i ddysgwyr ag ADHD.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">I lawer o bobl ifanc ag ADHD, mae heriau iechyd meddwl fel gorbryder ac iselder yn gyffredin a gallant arwain at ganlyniadau sy\u2019n ymestyn ymhell y tu hwnt i\u2019r ysgol. Felly, mae deall sut mae ysgolion yn llunio iechyd meddwl dysgwyr ag ADHD yn allweddol ar gyfer nodi sut gallant gael eu cefnogi\u2019n well.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Fe wnaeth dadansoddi data arolwg y Rhwydwaith Ymchwil Iechyd mewn Ysgolion (y Rhwydwaith) yng Nghymru ddarganfod mai bach iawn o amrywio oedd mewn deilliannau iechyd meddwl dysgwyr \u00e2 symptomau cysylltiedig ag ADHD rhwng ysgolion. Ar yr olwg gyntaf, gallai hyn awgrymu bod ysgolion yn gwneud bach iawn o wahaniaeth i iechyd meddwl dysgwyr ag ADHD, ond fe wnaeth cyfweliadau \u00e2 dysgwyr a staff ar draws tair ysgol baentio darlun mwyn cymhleth.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Nododd y cyfranogwyr amrywiaeth eang o ffactorau yn yr ysgol a oedd, yn eu barn nhw, yn dylanwadu ar iechyd meddwl dysgwyr ag ADHD, ac nid y tebygrwydd <strong><em>rhwng<\/em><\/strong> ysgolion wnaeth sefyll allan, ond yr anghysondeb <strong>o fewn<\/strong> ysgolion.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<figure class=\"wp-block-pullquote has-text-color has-link-color has-normal-font-size wp-elements-3c431035e0ccf1213e04ceb3a9585346\" style=\"color:#002e62\"><blockquote><p>\u201c<em>Gallwn i wneud rhywbeth mewn un wers a bod yn<\/em> <em>hollol iawn, yna\u2019i wneud eto mewn gwers arall a mynd i drafferth enfawr&#8230; mae angen i\u2019r holl athrawon fod ar yr un donfedd.\u201d<\/em><\/p><cite>Dysgwr<\/cite><\/blockquote><\/figure>\n<\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mae hyn yn awgrymu nad o fewn ysgolion unigol eu hunain y mae\u2019r broblem, ond pa mor gyson yw\u2019r profiad o gefnogaeth o fewn yr ysgolion.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mae hyn yn bwysig am nad yw gwella iechyd meddwl dysgwyr ag ADHD o reidrwydd yn gofyn am newid strwythurol llwyr. Yn hytrach, gallai dysgwyr elwa o negeseuon dealltwriaeth, hyblygrwydd a chefnogaeth fwy cyson, wedi\u2019u gwreiddio ar draws arfer bob dydd yr ysgol.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<h2 class=\"wp-block-heading has-large-font-size\"><strong><strong>Pan fydd ysgolion yn creu heriau yn anfwriadol<\/strong><\/strong><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ar draws cyfweliadau, disgrifiodd dysgwyr a staff gamgymhariad rhwng disgwyliadau a gofynion bywyd ysgol, a nodweddion dysgwyr ag ADHD, gan gyfrannu\u2019n gynyddol at iechyd meddwl gwaeth gydag amser.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<figure class=\"wp-block-pullquote has-text-color has-link-color has-normal-font-size wp-elements-6f14c7cde4264bd26124fd95c2064a47\" style=\"color:#002e62\"><blockquote><p><em><em>\u201c[\u2026] mae\u2019n gwneud i fi deimlo\u2019n isel [\u2026] mae\u2019n gwneud i fi deimlo \u2018mod i heb wneud digon o ymdrech ond rwy\u2019 wedi gwneud fy ngorau, ac mae\u2019n gwneud i fi deimlo nad yw fy ngorau yn ddigon da i\u2019r athrawon hyn ambell waith.\u201d<\/em><\/em>\u00a0<\/p><cite>Dysgwr<\/cite><\/blockquote><\/figure>\n<\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Daeth i\u2019r amlwg fod teimlo bod athrawon a chymheiriaid yn eu deall yn arbennig o bwysig, gyda\u2019r farn bod gwybodaeth am ADHD ac empathi tuag ato yn cefnogi ymgysylltiad a lles, a bod camddeall yn gysylltiedig \u00e2 straen, stigma a mynd i\u2019w cragen.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Fe wnaeth cyfweliadau hefyd amlygu sut mae systemau a strwythurau ysgolion yn llywio cynhwysiant i ddysgwyr ag ADHD, gyda bylchau yn hyfforddiant staff, hyblygrwydd anghyson, amser ac adnoddau cyfyngedig, a phrosesau dan arweiniad diagnosis yn aml yn cyfyngu ar gefnogaeth effeithiol.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Nid yw\u2019r heriau hyn yn anochel ac, yn holl bwysig, gellir mynd i\u2019r afael \u00e2 llawer ohonynt trwy newidiadau bach cyffredin mewn ymarfer.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<h2 class=\"wp-block-heading has-large-font-size\"><strong><strong>Beth Gall Ysgolion Ei Wneud Nawr i Wneud Gwahaniaeth Ar Unwaith<\/strong><\/strong><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Er bod newid strwythurol yn dibynnu ar gyllid a pholisi cenedlaethol, mae pethau y gall ysgolion eu gwneud nawr, y mae llawer ohonynt yn fach, ond yn ystyrlon.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Datblygwyd yr awgrymiadau canlynol gyda phartneriaid ysgolion a phobl sydd \u00e2 phrofiad bywyd o ADHD:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong><strong>Meithrin Dealltwriaeth Gyffredin o ADHD a Diwylliant o\u2019i Dderbyn<\/strong><\/strong><\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Defnyddio arbenigedd presennol mewn cymunedau ysgol, timau ADY ac adnoddau seiliedig ar dystiolaeth i ddatblygu dealltwriaeth gyffredin, barhaus o ADHD, niwroamrywiaeth ac amrywiadau unigol. Nid oes rhaid i hyn olygu rhaglenni hyfforddiant ar raddfa fawr; gall ddechrau gyda sgyrsiau byr mewn cyfarfodydd staff, dysgu cymheiriaid, gwasanaethau, neu amser tiwtor.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<figure class=\"wp-block-pullquote has-text-color has-link-color has-normal-font-size wp-elements-e7130d69c0e4188d30284305d93159ef\" style=\"color:#002e62\"><blockquote><p>\u201c<em>Byddai\u2019n ddefnyddiol\u2026 petai rywbeth ar waith i bobl ddeall sut beth yw bod ag ADHD&#8230; fel nad oes rhaid i ni ei esbonio drwy\u2019r amser ein hunain.\u201d<\/em><\/p><cite>Dysgwr<\/cite><\/blockquote><\/figure>\n<\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Dylai\u2019r ffocws fod ar ddeall niwroamrywiaeth a chydnabod gwahaniaethau unigol, nid dim ond labeli neu ddiagnosisau. Dylid trin deall ADHD fel proses barhaus, yn hytrach nag un sesiwn datblygiad proffesiynol parhaus (DPP).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong><strong>Trefnu Mai Anghenion, Nid Diagnosis, Sy\u2019n Arwain Cefnogaeth<\/strong><\/strong><\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Lle bo\u2019n bosibl, sicrhau bod cefnogaeth ar gael ar sail anghenion dysgwr, yn hytrach nag aros am ddiagnosis ffurfiol. Gall normaleiddio addasiadau sy\u2019n cefnogi rheoleiddio, trefnu ac ymgysylltu i bob dysgwr leihau stigma, atal oedi cyn cael cefnogaeth, lleihau dibyniaeth ar dimau ADY, a sicrhau nad oes neb heb gefnogaeth tra bydd asesiadau\u2019n mynd rhagddynt.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong><strong>Blaenoriaethu Cysondeb Ymarfer Pob Dydd<\/strong><\/strong><\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mae cysondeb ar draws ystafelloedd dosbarth yn allweddol. Cytuno ar nifer fach o arferion cynhwysol sydd ar gael yn gyson ar draws ystafelloedd dosbarth, a\u2019u cyfleu, megis trefn sy\u2019n gallu cael ei rhagweld, opsiynau dysgu hyblyg, seibiannau rheoleiddio rheolaidd, ac amcanion a chyfarwyddiadau wedi\u2019u hesbonio\u2019n glir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pan fydd cynlluniau cefnogaeth ar waith yn barod gan ddysgwyr, dylai\u2019r rhain gael eu gweithredu\u2019n ddibynadwy a\u2019u hadolygu\u2019n gydweithredol gyda\u2019r dysgwr i nodi a mynd i\u2019r afael ag unrhyw heriau.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong><strong>Rhoi Perthnasoedd Yn Ganolog<\/strong><\/strong><\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Gwreiddio arferion perthyn syml ym mywyd dyddiol yr ysgol, fel holi dysgwyr sut maen nhw, esbonio penderfyniadau, gwrando ar yr hyn sy\u2019n well ganddynt, a chynnwys dysgwyr mewn sgyrsiau am yr hyn sy\u2019n eu helpu i deimlo\u2019u bod yn cael eu cefnogi ac i gryfhau ymddiriedaeth.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Gallai hyn fod mor syml \u00e2 holi\u2019n gyflym sut mae\u2019r dysgwr ar ddechrau gwers, neu gydnabod pan fydd dysgwyr yn gwneud ei orau, nid dim ond pan fydd yn llwyddo.<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<figure class=\"wp-block-pullquote has-text-color has-link-color has-normal-font-size wp-elements-98b2fb25b377a1c6386ce7cd4d392d54\" style=\"color:#002e62\"><blockquote><p><em><em>\u201cPan fydd gennych berthynas gyda\u2019ch athro\u2026 rydych chi\u2019n teimlo mwy o gymhelliad i wneud yn dda.\u201d<\/em><\/em><\/p><cite>Dysgwr<\/cite><\/blockquote><\/figure>\n<\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong><strong>Ymdrin Ag Ymddygiad Yn Drugarog<\/strong><\/strong><\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Symud tuag at ymatebion mwy trugarog a phwyllog tuag at ymddygiad, trwy ddibynnu\u2019n llai ar ddulliau sy\u2019n cosbi a blaenoriaethu empathi, dealltwriaeth o ADHD, a chefnogaeth briodol. Gall creu lleoedd ar gyfer rheoleiddio, defnyddio dulliau seiliedig ar gryfder, ac ymateb i ymddygiad gydag iaith barchus helpu pob dysgwr i deimlo\u2019n fwy diogel a\u2019u bod yn cael eu deall a\u2019u cefnogi\u2019n well, ar draws cymuned yr ysgol. Yn holl bwysig, mae llawer o\u2019r dulliau hyn o fudd i bob dysgwr, nid dim ond dysgwyr ag ADHD.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<figure class=\"wp-block-pullquote has-text-color has-link-color has-normal-font-size wp-elements-8de6ae1aecbcbfd3dc0ca21009707013\" style=\"color:#002e62\"><blockquote><p><em><em>\u201cMae angen i ni ddathlu ADHD\u2026 yn hytrach na cheisio gorfodi\u2019r plant hyn i gydymffurfio\u2026\u201d<\/em><\/em><\/p><cite>Athro<\/cite><\/blockquote><\/figure>\n<\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong><strong>Blaenoriaethu Amser i Rannu Beth Sy\u2019n Gweithio<\/strong><\/strong><\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Gallai hyn gynnwys trafod anawsterau, cyfnewid datrysiadau, a herio rhagdybiaethau yn ofalus am ymddygiad a galluoedd dysgwyr. Yn holl bwysig, mae angen i unrhyw amser sy\u2019n cael ei greu ddod o ailgydbwyso blaenoriaethau presennol, yn hytrach nag ychwanegu at lwythi gwaith sydd eisoes o dan bwysau.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<h2 class=\"wp-block-heading has-large-font-size\"><strong><strong>Newidiadau Bach, Negeseuon Mwy<\/strong><\/strong><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Mae\u2019n bwysig cydnabod y byddai gwelliant parhaus ysgol yn elwa\u2019n fawr o gefnogaeth ehangach, gan gynnwys digon o gyllid, canllawiau cliriach a llwybrau diagnostig mwy hygyrch. Heb y rhain, mae perygl gosod gormod o bwysau ar ysgolion.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Fodd bynnag, ni ddylai aros am ddiwygio lefel system olygu sefyll yn yr unfan. Gall negeseuon bach cyson anfon neges rymus at ddysgwyr: <strong>\u2018<em>Rwyt ti\u2019n cael dy ddeall, yn cael dy dderbyn, ac nid yw cefnogaeth yn amodol.\u2019<\/em><\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pan fydd y neges honno\u2019n cael ei hadlewyrchu ar draws polis\u00efau, ystafelloedd dosbarth ac athrawon, gall ysgolion leihau straen dyddiol i ddysgwyr ag ADHD. Trwy gefnogi\u2019r dysgwyr hyn yn well, gall ysgolion greu amgylcheddau sy\u2019n teimlo\u2019n fwy cefnogol, cynhwysol ac, yn anad dim, pleserus i bawb.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mae hyn yn oed newidiadau bach yn gallu bod yn ysgogiad buddiol. Mae cysondeb, trugaredd a dealltwriaeth ymhlith yr adnoddau mwyaf grymus sydd gan ysgolion yn barod. Nid gwybod beth i\u2019w wneud yw\u2019r her \u2013 ond ei wneud yn gyson, bob dydd, mewn ffyrdd sy\u2019n gweithio i bob dysgwr.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"has-text-color has-link-color has-large-font-size wp-elements-ec4cb1af6a368fb971e40adc42455c98 wp-block-paragraph\" style=\"color:#002e62\"><strong>Ydych chi\u2019n awyddus i ddysgu rhagor? <a href=\"https:\/\/www.shrn.org.uk\/cy\/gweminarau-iechyd-meddwl-a-lles-emosiynol\/\">Gwyliwch weminar Abbey<\/a> neu anfonwch e-bost ati ar<\/strong> <strong><a href=\"mailto:RoweAJ1@cardiff.ac.uk\">RoweAJ1@cardiff.ac.uk<\/a><\/strong>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Yn y blog hwn, mae Dr Abbey Rowe, DECIPHer, yn rhannu canfyddiadau allweddol o\u2019i hymchwil ddoethurol i sut mae ysgolion uwchradd yn llunio iechyd meddwl dysgwyr ag anhwylder diffyg canolbwyntio a gorfywiogrwydd (ADHD), ynghyd ag argymhellion wedi\u2019u llywio gan ymchwil ar gyfer camau gweithredu y gall ysgolion eu cymryd i leihau anghydraddoldebau iechyd meddwl i\u2019r [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[248],"tags":[],"class_list":["post-13593","post","type-post","status-publish","format-standard","hentry","category-blog-2"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.7 - 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