title: Ethnography on the school experiences of secondary school students with ADHD in Scotland: moving towards an intersectional approach to inclusion
title: An ethnography on the school experiences of secondary school students with ADHD in Scotland: moving towards an intersectional approach to inclusion
titleType: AlternativeTitle
Creators: name: Kalokyri, Anastasia
Publisher: name: The University of Edinburgh
Year: 2024
Subjects: ADHD
Inclusion
Intersectionality
Social Identities
Ethnography
Secondary School

description: Attention Deficit Hyperactivity Disorder (ADHD) is one of the most widely studied disorders and has been surrounded by numerous controversies regarding its definition, diagnosis, causes, and treatment. While discussions about ADHD have been dominated by medical perspectives, it has been argued that it is a socio-culturally constructed phenomenon, meaning that social factors can influence the extent to which the expression of ADHD is perceived as problematic. ADHD has been associated with males, ethnic minorities, and socioeconomically disadvantaged groups, and these identities have been explored in a one-dimensional manner, primarily through quantitative research designs. Despite the extensive body of literature on ADHD, there is still limited knowledge about the effects of the intersections of social identities on the experiences of students with ADHD within an educational setting. To bridge this gap and gain a deeper insight into this complex issue, it is imperative to explore it qualitatively. Ethnographies specifically examining the experiences of students with ADHD within an educational context are notably scarce, and this study aims to, in part, address this gap. This thesis explores the school experiences of secondary students with ADHD in Scotland, employing an intersectional lens to understand the effects of the intersections of their social identities, including gender, social class, race, ethnicity, and disability, on their experiences. In doing so, the study explores the teachers’ perspectives on including students with ADHD, examines the impact of the ADHD label on teachers’ and peers’ attitudes and interactions with students with ADHD, and delves into students’ self-perceptions. The study’s unique contribution to knowledge lies in the use of an intersectional perspective which moves beyond the traditional deficit view of ADHD as a singular defining identity, considering how individual identities intersect and interact, leading to a more nuanced understanding of the inequalities students with ADHD may face in school. A nine-month-long ethnography was conducted in a Scottish Secondary School involving 10 teachers of different curriculum areas and 10 students with an ADHD diagnosis (seven males and three females). Data were generated mainly from participant observation inside and outside the classrooms, interviews with the teachers, interviews with the students where visual prompts were employed, informal conversations and reviews of relevant school documents. A thematic analysis showed that the school experiences of secondary students with ADHD are deeply affected by the complex intersections of their social identities and the interconnected nature of various forms of oppression, resulting in challenges and advantages. These intersections influence various aspects of their education, including social relationships, teacher perceptions, and self-identity. Societal expectations, including gender norms, ableism, classism, and white standards of behaviour in schools, tend to prioritise behaviour management and conformity, potentially leading to negative judgments when students deviate from these norms. Competitive school structures, ranking systems, and a strong emphasis on achievement exacerbate challenges, while socioeconomic background and parental involvement often contribute to in-group inequalities for students with ADHD. The participant-students displayed agency and resistance against limiting structures, behaviours often attributed to the expression of ADHD. The participant-teachers’ views on including students with ADHD were influenced by the availability of resources, their formal training, collaboration with colleagues, and recognition of the individual differences of students with ADHD. While they generally supported inclusion, some teachers unintentionally excluded students, considering extraction practices as inclusive. Practical challenges related to resource availability, support, and a lack of training were cited as reasons that hindered the successful inclusion of students with ADHD. The ADHD label appeared to influence teachers’ and peers’ attitudes and relationships with students with ADHD, especially when their intersecting identities were overlooked. Teacher perceptions were influenced by both the label and the students’ behaviour, while peer reactions were more influenced by behaviour than the label. Positive relationships were fostered when teachers showed empathy, support, and understanding beyond labels, while negative attitudes hindered relationships. Teacher attitudes towards ADHD varied, from medical interpretations to viewing students as ‘problems,’ affecting relationships. Peer relationships are also influenced by normative expectations, which can often result in the marginalisation or exploitation of students with ADHD. The self-perceptions of the participant-students showed variations in their understanding of ADHD and strategies to combat stigma. For some participant-students, ADHD was an asset, while for others, it was a disadvantage. Having ADHD made some feel unique and embraced their differences, but this was not often appreciated by others who expected them to change. This underscored the importance of teachers understanding the unique needs of students with ADHD, recognising their agency, involving them in decision-making processes, and acknowledging the intricate influence of ADHD on both academic and social aspects of their lives. The contribution of this thesis to knowledge underscores the importance of adopting an intersectional approach to inclusion that fully recognises the intersections of identities, addresses various forms of oppression and discrimination, actively challenges uniform and normative practices, and works towards fostering a just educational environment that celebrates the diversity stemming from ADHD.