Parent and teacher co-operation in enhancing the academic achievement of primary school children with ADHD, in primary school

Abstract

This study investigated the strategies which are most effective in enhancing the education achievement of children with Attention Deficit Hyperactivity Disorder (ADHD). Through our research, we aimed to find ways through which parents and teachers can collaborate in order to provide consistency for children with ADHD within the home and school environments. We opted to use a mixed methodology: a qualitative method through a focus group interview with 3 parents and a quantitative method, through an electronic questionnaire that was sent to teachers. Through the data gathered, we found that certain strategies were used by both parents and teacher, whereas some strategies were found to be used solely by parents or teachers. Parents tended to involve children in educational activities which included big movements, hands-on activities and real-life experiences. Teachers, on the other hand, felt more restricted to make use of such strategies, due to the classroom environment and the fact that individual attention was not possible at all times. However, teachers stated that they organised differentiated activities according to the children’s needs. Both parties agreed that the provision of consistency between the two environments – home and school – has positive effects both on the child’s behavior as well as on one’s educational attainment. All in all, such consistency also implies a positive relationship sustained through constant communication between parents and teachers.