School-Based ADHD Services: Perspectives from Racially and Ethnically Minoritized Students
Psychology in the Schools
John Wiley & Sons, Inc.
Attention‐deficit/hyperactivity disorder (ADHD) can impact students' academic, social, and behavioral outcomes. To improve student outcomes, schools regularly identify students with ADHD and develop relevant educational programming. However, the extant research that supports these practices underrepresents racially and ethnically minoritized (REM) students. To address this gap, this study investigates the experiences of REM students (N= 35) receiving school‐based ADHD services. The average participant age was 15.8 years, and the majority of participants were male (57.1%). Results from this phenomenological investigation revealed 5 themes and 14 subthemes de-scribing REM students' thoughts, feelings, and experiences of ADHD assessment, intervention, and parent involvement in these processes. These findings suggest REM adolescent students should be informed decision‐makers in their school‐based services, though they are often left out of the planning process. Additionally, student reports support the involvement of parents and interdisciplinary community professionals in school‐based services.
Golson, M. E., Roanhorse, T. T., McClain, M. B., Galliher, R. V., & Domenech Rodríguez, M. M. (2022). School-based ADHD services: Perspectives from racially and ethnically minoritized students. Psychology in the Schools, 59, 726– 743. https://doi.org/10.1002/pits.22640