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Educational practitioners’ perceptions of ADHD: a qualitative study of views of the home lives of children with ADHD in the UK
Author(s) -
Russell Abigail Emma,
Tay Marianne,
Ford Tamsin,
Russell Ginny,
Moore Darren
Publication year - 2019
Publication title -
british journal of special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.349
H-Index - 38
eISSN - 1467-8578
pISSN - 0952-3383
DOI - 10.1111/1467-8578.12247
Subject(s) - thematic analysis , referral , attention deficit hyperactivity disorder , psychology , psychosocial , perception , focus group , qualitative research , affect (linguistics) , isolation (microbiology) , developmental psychology , clinical psychology , medicine , psychiatry , nursing , social science , communication , neuroscience , sociology , microbiology and biotechnology , biology , marketing , business
There is little research exploring educational practitioners’ experiences of working with children with attention deficit/hyperactivity disorder (ADHD). The current study aimed to understand educational practitioners’ beliefs concerning the home lives of children with ADHD, and how they perceive that home lives affect children’s behaviour in school. Forty‐two practitioners from primary, secondary and pupil referral schools participated in focus groups or interviews. Thematic analysis was used to identify themes arising from the data. Three themes emerged as relevant to beliefs about the home lives of children with ADHD: inconsistency, psychosocial adversity and isolation. Educational practitioners relate their experiences of working with children to what they believe occurs at home. On the basis of these findings, we make recommendations for strategies that school practitioners can use when working with children with ADHD.