ADHD, parent perspectives and parent—teacher relationships: Grounds for conflict

Abstract

Educational policy and the school effectiveness movement often involve rhetoric about the benefit of parent involvement in schools, but high quality relationships between parents and teachers are not always straightforwardly achieved, and this may be particularly true for parents of children presenting with academic problems and/or Social, Emotional and Behavioural Difficulties (SEBD). A systematic review of qualitative research was conducted to explore the school-related experiences of parents of pupils diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Six studies reported in seven papers met the inclusion criteria. High quality parent—teacher relationships were found to be the exception, with mothers feeling silenced and criticised. Findings show commonalities with wider research about parents, but identify additional grounds for conflict resulting from parental blame for a pupils’ disruptive behaviour, and the ambivalent nature of the concept of ADHD.