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Educational practitioners’ perceptions of ADHD: a qualitative study of views of the home lives of children with ADHD in the UK

Research output: Contribution to journalArticle

Original languageEnglish
Pages (from-to)8-28
Number of pages21
JournalBritish Journal of Special Education
Volume46
Issue number1
Early online date4 Feb 2019
DOIs
DateAccepted/In press - 21 Nov 2018
DateE-pub ahead of print - 4 Feb 2019
DatePublished (current) - 1 Mar 2019

Abstract

There is little research exploring educational practitioners’ experiences of working with children with attention deficit/hyperactivity disorder (ADHD). The current study aimed to understand educational practitioners’ beliefs concerning the home lives of children with ADHD, and how they perceive that home lives affect children’s behaviour in school. Forty-two practitioners from primary, secondary and pupil referral schools participated in focus groups or interviews. Thematic analysis was used to identify themes arising from the data. Three themes emerged as relevant to beliefs about the home lives of children with ADHD: inconsistency, psychosocial adversity and isolation. Educational practitioners relate their experiences of working with children to what they believe occurs at home. On the basis of these findings, we make recommendations for strategies that school practitioners can use when working with children with ADHD.

    Research areas

  • ADHD, focus groups, home lives, schools, thematic analysis

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Documents

  • Full-text PDF (accepted author manuscript)

    Rights statement: This is the author accepted manuscript (AAM). The final published version (version of record) is available online via Wiley at https://doi.org/10.1111/1467-8578.12247 . Please refer to any applicable terms of use of the publisher.

    Accepted author manuscript, 327 KB, PDF document

    Embargo ends: 4/02/21

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