The concept of attention deficit hyperactivity disorder (ADHD) and the dominance of a behaviourist and medicalised response to this diagnosis in schools is problematic. Disorder discourse is embedded within our culture and reinforces a normal construct through an ableist notion (Timimi, 2017; Goodley & Runswick-Cole, 2010). It has become common practise to use a model of disorder or disease to explain a phenomenon by identifying something as medically or psychologically abnormal (Lee & Irwin, 2018; Mallett & Runswick-Cole, 2014; Billington, 2006). This can have a lasting and detrimental impact on an individuals well-being, opportunities and future outcomes (Billington, 2018).
In this study, I explore the concept of ADHD and the behaviours that are often associated with this diagnosis. I undertook a review of the relevant literature and designed an empirical study in accordance with social constructionist and relational paradigms. I carried out semi-structured interviews with three special educational needs co-ordinator’s (SENCo’s) from different schools to explore the experiences and knowledge of teachers who have worked with children who have been associated with a diagnosis of ADHD.
A Reflexive Thematic Analysis (Braun & Clarke, 2021; 2019; 2006) was used to engage with the data and develop themes from my research. Using this method of analysis, I developed several themes which encompass the dominant narratives relating to ADHD within my study. In addition, several further themes were developed when exploring the factors that influence and maintain the concept of ADHD.
The story of my research provides a valuable contribution to the field of educational psychology by drawing attention to exclusive thinking and practise in schools, the dichotomous nature related to behaviour and ADHD, and the significant role of categorisation in the education system. This study concludes with suggested implications for EPs and recommendations for further research.
