Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental condition. As
such most schools, Further Education colleges, vocational training and Higher Education settings
will need to support affected children and young people. When young people who require
ongoing treatment for ADHD are around 18 years of age, ...
Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental condition. As
such most schools, Further Education colleges, vocational training and Higher Education settings
will need to support affected children and young people. When young people who require
ongoing treatment for ADHD are around 18 years of age, they must transition from child to adult
mental health services. However, only a small proportion successfully transition. As significant
educational transitions are often happening at the same time, there is a need to consider how
education and health service transitions may impact on one another. This paper presents findings
from a large UK qualitative study involving 144 semi-structured interviews with young people who
had ADHD, parents and health professionals. Two themes were identified which support the
notion that education transition can impact health transition. Firstly, transition to adult health
services typically requires continued prescription of ADHD medication, yet many young people
stop taking their medication due to a belief that it is only needed for education-based learning.
Secondly, if a young person is continuing education post-18, a lack of joined-up planning between
education and health (outside of special schools) or consistent support in Higher / Further
Education can leave young people with ADHD in limbo between health services and struggling
within education. Given these findings, we recommend regarding multi-agency service statutory
health care transition, educational staff training and ongoing oversight of child to adult health
service and adult to adult health service transition effectiveness