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“I want to help kids like me be heard!” A survey about schooling from the perspective of adolescents with ADHD

Kathy Gibbs,Lukas Barker,Leah Le

Published 2023 in Australian Journal of Learning Difficulties

ABSTRACT

ABSTRACT  This study sought to increase awareness of ADHD though the context of a school assignment completed by a student with ADHD. The student (pseudonym Jim) sought opinions of 67 Australian school students with ADHD between 11-16 years to investigate their schooling experiences. Findings revealed that schooling mostly was a positive experience due to the student/teacher relationship, scaffolded learning opportunities and devices such as fidget toys to reduce off-task behaviours. However, school was challenging for some due to their teachers and peers’ limited understanding of ADHD. These findings provide starting points to ensure educators receive on-going professional learning about ADHD and offer evidenced-based academic supports and interventions to enhance the academic learning for these students. Finally, it is important to consider the personal views of this student group to ensure schooling is a positive experience and teachers gain further knowledge and understanding about ADHD through adolescents’ own life and school experiences.

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