The Schooling Experience of Adolescent Boys with AD/HD: An Australian Case Study

Abstract

This study explored the experience of schooling of six adolescent boys diagnosed with AD/HD from the perspectives of the boys, their mothers and their teachers. The study utilised social constructionism as the theoretical orientation and the Dynamic Developmental Theory (DDT) of AD/HD as the explanatory framework. Utilising a multiple, instrumental case-study, data were collected by means of semi-structured individual and focus group interviews as well as a review of school reports across a two year period. Findings of the study suggest that taking medication as prescribed together with supporting the students to make and manage friendships, utilising classroom strategies that support learning, and providing an engaging classroom environment are important considerations to promote a positive schooling experience for adolescents with AD/HD.

Keywords:

• Attention Deficit/Hyperactivity Disorder (AD/HD)
• Dynamic Developmental Theory (DDT) of AD/HD
• education
• parents
• qualitative research
• school
• students
• teachers

Acknowledgement

There was no research funding for this study, and no restrictions have been imposed on free access to, or publication of, the research data.