Role of education settings in transition from child to adult health services for young people with ADHD

Benham‐Clarke, Simon; Ford, Tamsin; Mitchell, Siobhán; Price, Anna; Newlove‐Delgado, Tamsin; Blake, Sharon; Eke, Helen Nneka; Moore, Darren; Russell, Abigail Emma; Janssens, Astrid

doi:10.1080/13632752.2021.1989844

Cited by 5 publications

(5 citation statements)

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“…The dataset for this secondary qualitative analysis of the data collected in the CATCh‐uS study was generated by running queries across anonymised transcripts of participant interviews for any terms, extracts and discussion relating to education, that were then read to identify data relevant to the study aims. Data extracts about education that focussed on transition, medication, or clinical services were excluded as these are the subject of separate analyses and publications (Janssens et al, 2020; Benham‐Clarke et al, 2021).…”

Section: Methodsmentioning

confidence: 99%

“…Because of the recruitment and sampling strategy, we will not have captured the most disengaged or detrimentally-impacted young people with ADHD, and our findings are potentially more positive than the educational experiences of a representative sample of young people with ADHD. Also, many of the individuals were taking medication for their ADHD during at least some of the education experiences described (Benham-Clarke et al, 2021). Many young people with ADHD however choose not to take medication and are therefore more likely to be discharged from mental health services, or indeed not receive a diagnosis of ADHD to begin with.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

“…An important theme in the dataset regarding young people's experiences of education arose but was not explored further at the time as it was not part of the objectives of the original project. The data relating to education covered two topics: transition from child to adult mental health services (Benham-Clarke et al, 2021), and experiences of progressing through the education system. The current study expands on the educational progression data to add to a currently limited knowledge base, and previous studies have shown the importance of retrospective perspectives of education (Bartlett et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Educational experiences of young people withADHDin theUK: Secondary analysis of qualitative data from theCATCh‐uSmixed‐methods study

Russell

Benham‐Clarke

Ford

et al. 2023

Brit J of Edu Psychol

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BackgroundAttention deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity and/or impulsivity. Young people with ADHD have poorer educational and social outcomes than their peers. We aimed to better understand educational experiences of young people with ADHD in the UK, and make actionable recommendations for schools.MethodsIn this secondary analysis of qualitative data, we used Thematic Analysis to analyse information relating to experiences of education from 64 young people with ADHD and 28 parents who participated in the Children and adolescents with ADHD in Transition between Children's services and adult Services (CATCh‐uS) study. Emerging patterns within and across codes led to organization of the data into themes and subthemes through an iterative process.ResultsTwo main themes were generated. The first described young people's early experiences of education, often within a mainstream setting; we labelled this the problematic provision loop, as this was a negative cycle that was repeated several times for some participants. The second theme described young people's more positive progression through education once they progressed out of the problematic loop.ConclusionsEducational experiences for young people with ADHD are often negative and fraught with complication. Young people with ADHD often found themselves on a more positive trajectory after they were placed in an alternative form of education provision (mainstream or otherwise), or where they were able to study topics that interest them and play to their strengths. We make recommendations that commissioners, local authorities and schools could consider in order to better support those with ADHD.

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Section: Methodsmentioning

confidence: 99%

Section: Strengths and Limitationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Educational experiences of young people withADHDin theUK: Secondary analysis of qualitative data from theCATCh‐uSmixed‐methods study

Russell

Benham‐Clarke

Ford

et al. 2023

Brit J of Edu Psychol

Self Cite

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“…In educational settings, students with ADHD often face challenges that extend beyond academic difficulties, including problems with social integration and maintaining positive peer relationships [2,22]. The transition from child to adult health services for young people with ADHD is a critical period that highlights the need for a coordinated approach between education and healthcare services to ensure continuity of support [22].…”

Section: Prevalence and Characteristics Of Adhdmentioning

confidence: 99%

Advancing ADHD education: autonomy, technology, and inclusive strategies

Vana Gkora

2024

GSC Adv. Res. Rev.

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This paper explores the integration of autonomy-supportive practices and technological interventions in primary education for students with Attention-Deficit/Hyperactivity Disorder (ADHD). It underscores the significance of creating educational environments that promote autonomy, leveraging cutting-edge technology to tailor learning experiences to the unique needs of ADHD students. Through a systematic literature review, the study highlights the importance of parental involvement and interdisciplinary approaches in enhancing academic achievement, social integration, and emotional well-being of ADHD students. It presents a collaborative framework that combines autonomy, technology, and inclusive strategies, advocating for policy support, community engagement, and digital equity. The findings suggest that a holistic, adaptive educational model is essential for addressing the multifaceted challenges ADHD students face, offering insights for future research and practice.

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“…Educational institutions should prioritise creating inclusive environments that cater to the diverse needs of students with ADHD. This can be achieved through specialised training for teachers and educators, promoting awareness and http://ijlter.org/index.php/ijlter understanding of ADHD, and implementing tailored strategies and accommodations in the classroom (Benham-Clarke et al, 2021). Additionally, collaboration between schools, parents and relevant professionals is vital to ensure a comprehensive support system that addresses the specific requirements of each student.…”

Section: Suggestions For Improving the Services Provided To Adhd Stud...mentioning

confidence: 99%

The Services Provided to Students with Attention Deficit Hyperactivity Disorder in Primary Schools from the Special Education Teachers’ Perspectives

Alnaim

2023

IJLTER

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The study aimed to investigate the reality and challenges of the special education services provided to students with attention deficit hyperactivity disorder (ADHD) in primary schools in the Kingdom of Saudi Arabia from the point of view of their teachers. By examining the perspectives of these educators, the research seeks to identify gaps, barriers, and areas for improvement in order to enhance the educational experience and outcomes for students with ADHD in primary schools. The study used a mixed-method approach, with a questionnaire distributed to 108 special education teachers and semi-structured interviews with conducted with four of those teachers. The mean, standard deviation, and ANOVA were among the techniques used in this study’s data analysis. The study used coding to perform an interpretive analysis on the qualitative data. The study concluded that the reality of special education services provided to students with ADHD is not at the desired level. The results also demonstrated that there are some obstacles facing the provision of special education services to students with ADHD in primary schools, including the lack of clarity in the referral procedures, the concealment by parents of some important information about the child’s condition, and the lack of awareness of general education teachers of disorders. The study suggested the need to adopt special programmes for ADHD in primary schools, the existence of clear procedural guides, and to raise awareness of ADHD through intensive in-service training for special education teachers.

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Role of education settings in transition from child to adult health services for young people with ADHD

Cited by 5 publications

References 46 publications

Educational experiences of young people withADHDin theUK: Secondary analysis of qualitative data from theCATCh‐uSmixed‐methods study

Educational experiences of young people withADHDin theUK: Secondary analysis of qualitative data from theCATCh‐uSmixed‐methods study

Advancing ADHD education: autonomy, technology, and inclusive strategies

The Services Provided to Students with Attention Deficit Hyperactivity Disorder in Primary Schools from the Special Education Teachers’ Perspectives

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