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- Title
School‐based ADHD services: Perspectives from racially and ethnically minoritized students.
- Authors
Golson, Megan E.; Roanhorse, Tyus T.; McClain, Maryellen B.; Galliher, Renee V.; Domenech Rodríguez, Melanie M.
- Abstract
Attention‐deficit/hyperactivity disorder (ADHD) can impact students' academic, social, and behavioral outcomes. To improve student outcomes, schools regularly identify students with ADHD and develop relevant educational programming. However, the extant research that supports these practices underrepresents racially and ethnically minoritized (REM) students. To address this gap, this study investigates the experiences of REM students (N = 35) receiving school‐based ADHD services. The average participant age was 15.8 years, and the majority of participants were male (57.1%). Results from this phenomenological investigation revealed 5 themes and 14 subthemes describing REM students' thoughts, feelings, and experiences of ADHD assessment, intervention, and parent involvement in these processes. These findings suggest REM adolescent students should be informed decision‐makers in their school‐based services, though they are often left out of the planning process. Additionally, student reports support the involvement of parents and interdisciplinary community professionals in school‐based services. Highlights: Racially and ethnically minoritized (REM) students report their parents understand relatively little about ADHD.REM students understand the benefits of school‐based services for ADHD and have ideas for improvements, but are often left out of the decision‐making process.The path to school‐based services for REM students is a complex one, often involving community providers and parent advocacy.
- Subjects
SERVICE learning; ATTENTION-deficit hyperactivity disorder; SCHOOL health services
- Publication
Psychology in the Schools, 2022, Vol 59, Issue 4, p726
- ISSN
0033-3085
- Publication type
Article
- DOI
10.1002/pits.22640