Attention Deficit Hyperactivity Disorder (ADHD) is the most prevalent, yet controversial diagnosis affecting children and young people. This study aims to inform educational practice and challenge the negative outcomes associated with ADHD by exploring the lived experience of young people and their teachers. I use Interpretative Phenomenological Analysis (IPA) making use of a paired design to explore how student-teacher dyads within a mainstream secondary school conceptualise and experience ADHD. Findings suggest participants’ conceptualisations of ADHD and associated treatment (e.g. medication) were widely varied and influenced by their personal experiences. Consequently, I advocate a bio-psycho-social understanding of the condition as beneficial for both students and teachers. Students experienced stigma and isolation but benefitted from positive relationships with teachers. Teachers found it difficult to assess the need for a different approach when teaching students with ADHD, but also recognised positive relationships as factors to enable student’s success. This study offers a unique contribution to the substantive topic, and original application of a multi-perspective IPA design. Implications for professional practice are discussed and I invite further research to build upon the current findings by addressing the experience of female students with ADHD, wider samples of secondary school teachers, and further multi-perspective designs.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:715642 |
| Date | January 2017 |
| Creators | Hemming, Gemma Louise |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/7503/ |
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