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Are Schools Meeting the Needs of Students with ADHD?

Published online by Cambridge University Press:  26 February 2016

Daryl Efron ,
Emma Sciberras  and
Phillip Hassell
Daryl Efron*
Affiliation:
Centre for Community Child Health, Royal Children’s Hospital, Parkville, Australia
Emma Sciberras
Affiliation:
Centre for Community Child Health, Royal Children’s Hospital, Parkville, Australia
Phillip Hassell
Affiliation:
Centre for Community Child Health, Royal Children’s Hospital, Parkville, Australia
*
*Corresponding author. Centre for Community Child Health, Royal Children’s Hospital, Flemington Rd, Parkville, Vic 3052, Australia E-mail: daryl.efron@rch.org.au
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Abstract

Attention Deficit Hyperactivity Disorder (ADHD) can have a major impact on students’ functioning at school—academically and socially. This study examined parental perceptions of schools in relation to their understanding of ADHD, information provided and general support. Parents of consecutive children with ADHD seen at the Centre for Community Child Health, Royal Children’s Hospital, Melbourne completed a questionnaire that assessed their beliefs about ADHD and schools. Questionnaire data were obtained from 66 parents (43 mothers, 23 fathers) of patients aged from 6 to 19 years (M = 10.4). The results indicated that parents of children with ADHD perceive that teachers have inadequate understanding, and schools insufficient resources, to support their children’s special needs. Schools need more resources, and teachers need more training, to promote positive experiences and outcomes for children with ADHD.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 32 , Issue 2 , September 2008 , pp. 187 - 198
Copyright
Copyright © The Australian Association of Special Education 2008

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