An Exploration of the Role of Schools' in Supporting the Psychological Wellbeing of Students with ADHD

This thesis explores schools’ role in supporting the psychological wellbeing of students with ADHD, a neurodevelopmental difference characterised by variation in neurobiology, external behaviours and internal processes. Significant evidence points to mental health and wellbeing challenges for individuals with ADHD, and while school has the potential to promote wellbeing, it can be a challenging environment for this cohort. Given that school-based interventions typically focus on modifying behaviours and improving academic outcomes, greater insight is needed into how schools can support the psychological wellbeing of these students. A scoping review was conducted to identify school practices and programmes that support the psychological wellbeing of students with ADHD and ten articles were identified. While the evidence for each support was limited, relational practices and positive relationships with peers and school staff emerged as the most common practice. Building home-school relationships and effective interdisciplinary collaboration with other relevant professionals were also identified. However, the findings highlight a paucity of research in this area overall. Underpinned by the PERMA model, a qualitative study employing semi-structured interviews investigated the perspectives of Irish post-primary teachers working in special education roles (n = 12). Reflexive thematic analysis provided insight into how they conceptualise the psychological wellbeing of students with ADHD, the factors affecting their capacity to support these student’s wellbeing, and the practices and programmes used in Irish post-primary schools to promote these students’ wellbeing. Implications for practice for educational psychologists, school personnel, researchers, policymakers, and those working in mental health services are identified and critically examined.