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ADHD & Children's Rights

All children and young people, including those with ADHD, have the right to a school experience that provides a broad, balanced and relevant curriculum, including the National Curriculum, which is appropriately tailored according to their needs.3

One study in the UK showed that two-thirds of parents of children with ADHD had been in contact with teachers about their concerns.26 However several studies have shown that teachers’ perceived competence in the management of children with ADHD in the classroom is variable and is correlated with their professional knowledge and experience.27 In one report 43% of specialists felt that teachers were not aware of ADHD so they didn’t realise children should be referred.9 By increasing teachers’ knowledge of ADHD, alongside the provision of clear advice on how to work with children who might have ADHD, identification and therefore outcomes in the long term may be improved.

In the US, clinical practice guidelines highlight the importance of involving teachers in the process of diagnosing ADHD by completing rating scales and providing information about possible symptoms and impairment in the school setting.28

  • This highlights that teachers have the potential to play a crucial role in assisting with timely and accurate ADHD identification and that more could be done in the normal classroom setting to raise awareness, reduce stigma and improve teachers’ knowledge of symptoms of ADHD and the resulting educational needs.