ADHD in schools: prevalence, multi‐professional involvements and school training needs in an LEA

‘The teacher said I'm thick!’ Experiences of children with Attention Deficit Hyperactivity Disorder within a school setting

“…Wheeler et al () identified the need for teachers to receive more training and information on supporting pupils who have ADHD. Within a school setting, provision of continuing professional development (CPD) that relates to meeting the needs of pupils with ADHD could address the use of positive strategies/ techniques that would help to avoid conflict between the teacher and pupil.…”

“…For many children and young people, it is only following a diagnosis of ADHD that subsequent support is put in place within school (Travell and Visser, ). The literature discusses the importance of staff training about ADHD and subsequent management strategies that can support the pupil within the classroom (Kapalka, ; Travell and Visser, ; Wheeler et al, ; DuPaul et al, ).…”

The antithesis of inclusion? The emergence and functioning of ADHD special education classes in the Swedish school system

“…Research about the prevalence of ADHD diagnoses in schools and school areas sometimes provides some figures about ADHD student placements in special schools and pupil referral units (e. g. Wheeler et al 2008); however, there are almost no descriptions of these school settings. Thus, there seems to be a lack of representative data concerning the extent to which such classes are established, why they are established, the experiences of having such classes, and how the learning environments within these classes are designed.…”

Critique of the article by Visser and Jehan (2009): ‘ADHD: a scientific fact or a factual opinion? A critique of the veracity of Attention Deficit Hyperactivity Disorder’

“…In the ADHD school survey which was referred to previously and undertaken in 2003, staff in only 31 schools (12%) reported having received any relevant training, although the majority requested further training and support (Wheeler 2007;Wheeler et al 2008). According to a report in The Times Educational Supplement, of the 10 out of 85 teacher training institutions in England and Wales who replied to a question on training in ADHD, 'Six hours training during a three-year course was the most offered.…”

“…The findings suggest that schools do not always have accurate information regarding diagnosis of the disorder, in some cases relying on parents to provide details. Multiple responses were recorded on some questionnaires to the question regarding diagnosis by different agencies, possibly pointing to a lack of knowledge on the part of school staff as to who makes the diagnosis (Wheeler 2007;Wheeler et al 2008). …”