Understanding and supporting Attention Deficit Hyperactivity Disorder (ADHD) in the primary school classroom: Perspectives of children with ADHD and their teachers

Emily McDougal; Claire Tai; Tracy M. Stewart; Josephine N. Booth; Sinead M. Rhodes

doi:10.1007/s10803-022-05639-3

Understanding and supporting Attention Deficit Hyperactivity Disorder (ADHD) in the primary school classroom: Perspectives of children with ADHD and their teachers

Emily McDougal^*, Claire Tai, Tracy M. Stewart, Josephine N. Booth, Sinead M. Rhodes

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

Abstract / Description of output

Children with Attention Deficit Hyperactivity Disorder (ADHD) are more at risk for academic underachievement compared to their typically developing peers. Understanding their greatest strengths and challenges at school, and how these can be supported, is vital in order to develop focused classroom interventions. Ten primary school pupils with ADHD (aged 7-11 years) and their teachers (N=6) took part in semi-structured interviews that focused on 1) ADHD knowledge, 2) the child’s strengths and challenges at school, and 3) strategies in place to support challenges. Thematic analysis was used to analyse the interview transcripts and three key themes were identified; classroom-general versus individual-specific strategies, heterogeneity of strategies, and the role of peers. Implications relating to educational practice and future research are discussed.

Original language	English
Journal	Journal of Autism and Developmental Disorders
Early online date	1 Jul 2022
DOIs	https://doi.org/10.1007/s10803-022-05639-3
Publication status	E-pub ahead of print - 1 Jul 2022

Keywords / Materials (for Non-textual outputs)

ADHD
child and teacher interviews
strengths and difficulties
learning strategies

Access to Document

10.1007/s10803-022-05639-3Licence: Creative Commons: Attribution (CC-BY)

McDougalEtalJADD2022UnderstandingAndSupportingAttentionDeficitHyperactivityDisorderFinal published version, 726 KBLicence: Creative Commons: Attribution (CC-BY)

Cite this

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title = "Understanding and supporting Attention Deficit Hyperactivity Disorder (ADHD) in the primary school classroom: Perspectives of children with ADHD and their teachers",

abstract = "Children with Attention Deficit Hyperactivity Disorder (ADHD) are more at risk for academic underachievement compared to their typically developing peers. Understanding their greatest strengths and challenges at school, and how these can be supported, is vital in order to develop focused classroom interventions. Ten primary school pupils with ADHD (aged 7-11 years) and their teachers (N=6) took part in semi-structured interviews that focused on 1) ADHD knowledge, 2) the child{\textquoteright}s strengths and challenges at school, and 3) strategies in place to support challenges. Thematic analysis was used to analyse the interview transcripts and three key themes were identified; classroom-general versus individual-specific strategies, heterogeneity of strategies, and the role of peers. Implications relating to educational practice and future research are discussed.",

keywords = "ADHD, child and teacher interviews, strengths and difficulties, learning strategies",

author = "Emily McDougal and Claire Tai and Stewart, {Tracy M.} and Booth, {Josephine N.} and Rhodes, {Sinead M.}",

note = "Funding Information: The funded was provided by Waterloo Foundation Grant Nos. (707-3732, 707-4340, 707-4614). Publisher Copyright: {\textcopyright} 2022, The Author(s).",

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doi = "10.1007/s10803-022-05639-3",

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journal = "Journal of Autism and Developmental Disorders",

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AU - Booth, Josephine N.

AU - Rhodes, Sinead M.

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N2 - Children with Attention Deficit Hyperactivity Disorder (ADHD) are more at risk for academic underachievement compared to their typically developing peers. Understanding their greatest strengths and challenges at school, and how these can be supported, is vital in order to develop focused classroom interventions. Ten primary school pupils with ADHD (aged 7-11 years) and their teachers (N=6) took part in semi-structured interviews that focused on 1) ADHD knowledge, 2) the child’s strengths and challenges at school, and 3) strategies in place to support challenges. Thematic analysis was used to analyse the interview transcripts and three key themes were identified; classroom-general versus individual-specific strategies, heterogeneity of strategies, and the role of peers. Implications relating to educational practice and future research are discussed.

AB - Children with Attention Deficit Hyperactivity Disorder (ADHD) are more at risk for academic underachievement compared to their typically developing peers. Understanding their greatest strengths and challenges at school, and how these can be supported, is vital in order to develop focused classroom interventions. Ten primary school pupils with ADHD (aged 7-11 years) and their teachers (N=6) took part in semi-structured interviews that focused on 1) ADHD knowledge, 2) the child’s strengths and challenges at school, and 3) strategies in place to support challenges. Thematic analysis was used to analyse the interview transcripts and three key themes were identified; classroom-general versus individual-specific strategies, heterogeneity of strategies, and the role of peers. Implications relating to educational practice and future research are discussed.

KW - ADHD

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KW - strengths and difficulties

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Understanding and supporting Attention Deficit Hyperactivity Disorder (ADHD) in the primary school classroom: Perspectives of children with ADHD and their teachers

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Keywords / Materials (for Non-textual outputs)

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