In an earlier SecEd article, we explored the “causes and impact” of ADHD as described by literature and experiential data provided by participants to doctoral research. This time, we focus on overcoming the difficulties of teaching children with ADHD by looking at what does and doesn’t work in an educational establishment.
The findings are mainly drawn from literature and the experiences of 17 young people between the ages of 18 and 24 who took part in a three-year study. The participants emphasised the importance of pupil and teacher relationships.
Extensive literature on relationships suggests that children need “unconditional love” (Walsh, 1991), “constant praise” (Phillips, 1991) and “firm boundaries” (Bodenhamer, 1983).
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