Original scientific paper
https://doi.org/10.31299/hrri.59.2.4
School is the biggest challenge, and a different approach is needed: The experience of schooling elementary school boys with ADHD from their mothers’ perspective
Andreja Bartolac
orcid.org/0000-0002-9472-5154
; University of Applied Health Sciences, Mlinarska 38, Zagreb, Croatia
Abstract
Over the past few decades, number of studies have confirmed that the daily efforts invested by parents of children with attention deficit/hyperactivity disorder (ADHD) in order to support their children during schooling can significantly exhaust their time, as well as their psychological and emotional resources. Similarly, qualitative studies have consistently reported that this is an important area of family dynamics, emphasising the personal experiences of school burden among both children and their parents. Therefore, this study aimed to describe the everyday life experiences of the families of boys diagnosed with ADHD in the context of
schooling. A semi-structured interview was conducted with 14 mothers of elementary school-aged boys who were diagnosed with ADHD and included in the regular education system.
The thematic analysis identified five themes: 1. The Morning Stampede: Getting ready to leave for school; 2. We start breathing when the school is over: Experience with schooling a child with ADHD; 3. Full-day school: Doing homework; 4. I don’t believe in the system, but in people: Support for a child with ADHD in school; 5. I know my child is not perfect. Nor should
it be: Parental advocacy for a child with ADHD at school. The results indicated significant challenges in the context of organising and completing the child’s everyday school and
homework as a result of the symptoms of ADHD. Participants described the need for significant parental involvement in supporting the child and helping with the completion of school-related duties. Furthermore, they highlighted the stress, emotional, and physical exhaustion experienced, their concern for the child’s future, as well as the necessity for parental self-education and assumed responsibility for advocating for the child in the school environment.
Keywords
ADHD; parenting; executive functions; neurodiversity; advocacy
Hrčak ID:
312213
URI
Publication date:
27.12.2023.
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