ADHD: A critical update For educational professionals

Sanne te Meerman, Laura Batstra, Hans Grietens, A. Frances

Research output: Contribution to journalArticleAcademicpeer-review

24 Citations (Scopus)
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Abstract

A medical approach towards behavioural problems could make professionals without a medical background, like teachers and other educational professionals feel inapt. In this article, we raise six scientifically grounded considerations regarding ADHD, currently the most prevalent childhood psychiatric diagnosis. These “need to knows” show just how misguided and potentially stigmatizing current conceptualizations of unruly behaviour have become. Some examples are given of how teachers are misinformed, and alternative ways of reporting about neuropsychological research are suggested. A reinvigorated conceptual understanding of ADHD could help educational institutions to avoid the expensive outsourcing of behavioural problems that could also—and justifiably better—be framed as part of education’s primary mission of professionalized socialization.
Original languageEnglish
Article number1298267
JournalInt J Qual Stud Health Well-being
Volume12
Issue number1
DOIs
Publication statusPublished - 2017

Keywords

  • ABNORMALITIES
  • MEDICATION
  • ATTENTION-DEFICIT/HYPERACTIVITY DISORDER
  • DEFICIT HYPERACTIVITY DISORDER
  • MENTAL-DISORDERS
  • FOLLOW-UP
  • CHILDREN
  • DIAGNOSIS
  • ADOLESCENTS
  • AGE

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