Students with ADHD may struggle with academic demands, organization, and social interactions, which can impact their learning, relationships, and overall school experience. Without appropriate support and accommodations, these difficulties can have long-lasting effects on educational attainment, social development, and future opportunities.
Understanding the experiences of young people with ADHD in educational settings is crucial for identifying ways to better support their needs and promote positive outcomes.
Key Points
Rationale
Young people with ADHD experience poorer educational and social outcomes compared to their peers without ADHD (Shaw et al., 2012). Despite interventions, those with ADHD often remain at a disadvantage compared to peers.
A child’s environment influences their development and outcomes, as conceptualized inBronfenbrenner’s Ecological Systems Theory(Bronfenbrenner, 1979).
For example, students with ADHD are more vulnerable to risk factors for low attendance like bullying (Elliott & Place, 2019), low attainment, and social isolation (Melvin et al., 2019). They may have difficulty meeting expectations despite understanding them (Wiener & Daniels, 2016).
Many report negative educational experiences and bullying from a young age through higher education (Kwon et al., 2018; Wiener & Daniels, 2016).
Teachers’ views of ADHD influence the support they provide (Russell et al., 2016). Lack of understanding about ADHD can be a barrier to appropriate support (Greenway & Edwards, 2021; Sibley & Yeguez, 2018).
Better understanding the recent educational experiences of young people with ADHD in the UK can inform changes to educational environments and systems to benefit these students.
Method
This study conducted a secondaryqualitative analysisusing thematic analysis on a subset of interview data from the larger mixed-methods CATCh-uS study.
The CATCh-uS study is a mixed-methods research project that examined the experiences of young people with ADHD transitioning from child to adult mental health services in the United Kingdom (Janssens et al., 2020).
Semi-structuredinterviewswere conducted with 64 young people with ADHD and 28 parents.
The current analysis focused specifically on the portions of the interviews related to educational experiences and progression.
Patterns within and across codes were organized into themes and subthemes through an iterative process.
Results
The analysis generated two main themes:
The problematic provision loop
The first theme, the problematic provision loop, encompassed three subthemes:noticing difference, mismatch between young person’s needs and mainstream provision,andimpacts on the young person due to their ADHD within the school context.
Participants described how they and others noticed differences in their behavior and learning compared to peers from an early age. This led to a sense of being misunderstood or not fitting in.
The mismatch between their needs and the provisions available in mainstream settings created challenges, such as difficulty meeting academic demands and strained relationships with teachers and peers.
Consequently, participants experienced various negative impacts, including frequent disciplinary measures, social isolation, and feelings of frustration orlow self-esteem.
Progression out of the problematic provision loop
The second theme, progression out of the problematic provision loop, captured the positive changes in participants’ educational experiences over time.
This theme included four subthemes:change of school, fit between new provision and young person with ADHD, the impact of time on improving educational experiences, andleveraging strengths and interests.
Many participants described a turning point when they transitioned to an alternative educational setting that better accommodated their needs.
This improved fit led to more positive experiences, such as feeling understood, receiving appropriate support, and building better relationships with teachers and peers.
As participants progressed through their education and matured, they also developed bettercoping strategiesand self-awareness, which contributed to improved experiences.
Finally, participants highlighted the importance of having opportunities to explore and engage with their strengths and interests within their educational settings. When they could focus on subjects that captured their attention and utilized their abilities, they experienced greatermotivation, engagement, and a sense of accomplishment.
Overall, these themes underscore the significance of understanding the unique needs of students with ADHD and providing appropriate support and accommodations within educational environments to foster positive experiences and outcomes.
Insight
This study provides valuable firsthand accounts from young people with ADHD about their educational experiences in the UK.
The findings highlight the challenges and negative cycles many face in mainstream settings, as well as the factors that can help them have more positive experiences, such as alternative educational placements and opportunities to pursue their interests.
Strengths
Below are some of the methodological strengths of this study:
Limitations
Below are some of the methodological limitations of this study:
Implications
This highlights the need for educators, commissioners, and policymakers to evaluate current practices and implement changes to better support students with ADHD.
This could include increasing teacher knowledge about ADHD, providing a wider range of learning environments, and offering targeted support to meet individual needs.
References
Primary reference
Russell, A. E., Benham‐Clarke, S., Ford, T., Eke, H., Price, A., Mitchell, S., Newlove-Delgado, T., Moore, D., & Janssens, A. (2023). Educational experiences of young people with ADHD in the UK: Secondary analysis of qualitative data from the CATCh‐uS mixed‐methods study.British Journal of Educational Psychology,93(4), 941-959.https://doi.org/10.1111/bjep.12613
Other references
Greenway, C. W., & Edwards, A. R. (2021). Teaching assistants’ facilitators and barriers to effective practice working with children with ADHD: A qualitative study.British Journal of Special Education, 48(3), 347–368.https://doi.org/10.1111/1467-8578.12377
Janssens, A., Eke, H., Price, A., Newlove-Delgado, T., Blake, S., Ani, C., Asherson, P., Beresford, B., Emmens, T., Hollis, C., Logan, S., Paul, M., Sayal, K., Young, S., & Ford, T. (2020). The transition from children’s services to adult services for young people with attention deficit hyperactivity disorder: The CATCh-uS mixed-methods study.Health Services and Delivery Research, 8(42), 1–154.https://doi.org/10.3310/hsdr08420
Melvin, G. A., Heyne, D., Gray, K. M., Hastings, R. P., Totsika, V., Tonge, B. J., & Freeman, M. M. (2019). The kids and teens at school (KiTeS) framework: An inclusive bioecological systems approach to understanding school absenteeism and school attendance problems.Frontiers in Education, 4, 61.https://doi.org/10.3389/FEDUC.2019.00061
Russell, A. E., Moore, D. A., & Ford, T. (2016). Educational practitioners’ beliefs and conceptualisation about the cause of ADHD: A qualitative study.Emotional and Behavioural Difficulties, 21(1), 101–118.https://doi.org/10.1080/13632752.2016.1139297
Shaw, M., Hodgkins, P., Caci, H., Young, S., Kahle, J., Woods, A. G., & Arnold, L. E. (2012). A systematic review and analysis of long-term outcomes in attention deficit hyperactivity disorder: Effects of treatment and non-treatment.BMC Medicine, 10(1), 99.https://doi.org/10.1186/1741-7015-10-99
Sibley, M. H., & Yeguez, C. E. (2018). Managing ADHD at the post-secondary transition: A qualitative study of parent and Young adult perspectives.School Mental Health, 10(4), 352–371.https://doi.org/10.1007/S12310-018-9273-4
Wiener, J., & Daniels, L. (2016). School experiences of adolescents with attention-deficit/hyperactivity disorder.Journal of Learning Disabilities, 49(6), 567–581.https://doi.org/10.1177/0022219415576973
Keep Learning
Here are some reflective questions related to this study that could prompt further discussion:
Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
