The Ecology of ADHD in the Schools

Abstract Overwhelming evidence suggests that a diagnosis of attention deficit/hyperactivity disorder (ADHD) in childhood has profound and far-reaching effects on children’s functioning in the school environment. In this article, we draw on a wide range of research studies to summarize the state of our knowledge about the academic functioning of children with ADHD and discuss intervention approaches that align with these areas. We use ecological systems theory to outline the various factors that are related to school functioning for children with ADHD at the child, classroom, and family levels. We place a particular emphasis on the importance of high-quality relationships within the delivery of interventions and highlight the need for sustainable, collaborative, and contextual interventions if we are to meet the complex and heterogeneous needs of children with ADHD in the school setting.
Source: Current Developmental Disorders Reports - Category: Child Development Source Type: research