Using narrative interviews to elicit core subject teachers’ perceptions of Key Stage 2 (KS2) children with Attention Deficit Hyperactivity Disorder (ADHD) in independent prep schools

Heredge, Emma (2023). Using narrative interviews to elicit core subject teachers’ perceptions of Key Stage 2 (KS2) children with Attention Deficit Hyperactivity Disorder (ADHD) in independent prep schools. Student dissertation for The Open University module E822 Masters multi-disciplinary dissertation: education, childhood and youth.

This dissertation was produced by a student studying the Open University module E822 Masters multi-disciplinary dissertation: education, childhood and youth. The research showcased here achieved a Distinction.
Please note that this student dissertation is made available in the format that it was submitted for examination, thus the author has not been able to correct errors and/or departures from academic standards in areas such as referencing.
Copyright resides with the author.

DOI: https://doi.org/10.21954/ou.ro.000175b2

Abstract

It is less often that we hear the voices of teachers, regarding their experiences of children with a diagnosis of attention deficit hyperactivity disorder (ADHD). This qualitative narrative study, focuses on the views and opinions of ten Key Stage 2 teachers from independent schools in London and Surrey. The thematic analysis found themes relating to overdiagnosis, parental pressure, exam access arrangements and concerns over long- and short-term side effects. The research revealed teachers have seen an increase in ADHD diagnoses. Some of this is believed to be an overdiagnosis of ADHD due to parental pressure. There is a suggestion that children are being medicated without due attention to alternative strategies. Teachers wanted more training to assist with these teaching alterations.

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