Between a rock and a hard place: an Australian perspective on education of children with ADHD

Abstract

AbstractResearch, clinical experience, government statistics and policies provide the basis of a brief overview of ADHD in Australia, a description of the working context for teachers in South Australia and an outline of one current Australian research project. A general upsurge in the numbers of prescriptions for stimulant medication has generated concerns over current diagnostic and intervention practices, highlighted by recent media reports. Stress experienced by families is exacerbated by the inadequacy of services to accommodate the needs of children with ADHD. Teachers, operating in a demanding but under-resourced environment, are attempting to meet the expectations of parents and practitioners by addressing the learning and social difficulties of these children. Although research has generally conceptualized ADHD as a ‘medical’ problem, sociocultural and psychological factors must also be taken into account. One current research project conceptualizes ADHD within a systems/goodness-of-fit framework as a means of understanding the complexities of ADHD and as a basis for effective collaborative management.