1
|
Russell AE, Benham-Clarke S, Ford T, Eke H, Price A, Mitchell S, Newlove-Delgado T, Moore D, Janssens A. Educational experiences of young people with ADHD in the UK: Secondary analysis of qualitative data from the CATCh-uS mixed-methods study. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2023; 93:941-959. [PMID: 37227452 DOI: 10.1111/bjep.12613] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2022] [Revised: 04/25/2023] [Accepted: 05/05/2023] [Indexed: 05/26/2023]
Abstract
BACKGROUND Attention deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity and/or impulsivity. Young people with ADHD have poorer educational and social outcomes than their peers. We aimed to better understand educational experiences of young people with ADHD in the UK, and make actionable recommendations for schools. METHODS In this secondary analysis of qualitative data, we used Thematic Analysis to analyse information relating to experiences of education from 64 young people with ADHD and 28 parents who participated in the Children and adolescents with ADHD in Transition between Children's services and adult Services (CATCh-uS) study. Emerging patterns within and across codes led to organization of the data into themes and subthemes through an iterative process. RESULTS Two main themes were generated. The first described young people's early experiences of education, often within a mainstream setting; we labelled this the problematic provision loop, as this was a negative cycle that was repeated several times for some participants. The second theme described young people's more positive progression through education once they progressed out of the problematic loop. CONCLUSIONS Educational experiences for young people with ADHD are often negative and fraught with complication. Young people with ADHD often found themselves on a more positive trajectory after they were placed in an alternative form of education provision (mainstream or otherwise), or where they were able to study topics that interest them and play to their strengths. We make recommendations that commissioners, local authorities and schools could consider in order to better support those with ADHD.
Collapse
Affiliation(s)
| | | | - Tamsin Ford
- Department of Psychiatry, University of Cambridge, Cambridge, UK
| | - Helen Eke
- University of Exeter Faculty of Health and Life Sciences, Exeter, UK
| | - Anna Price
- University of Exeter Faculty of Health and Life Sciences, Exeter, UK
| | - Siobhan Mitchell
- University of Exeter Faculty of Health and Life Sciences, Exeter, UK
| | | | - Darren Moore
- University of Exeter Graduate School of Education, Exeter, UK
| | - Astrid Janssens
- Center for Innovativ Medicinsk Teknologi, University of Southern Denmark, Odense, Denmark
- Center for Research in Partnership with Patients and Relatives, Odense University Hospital, Odense, Denmark
| |
Collapse
|
2
|
Heyne D. Practitioner Review: Signposts for Enhancing Cognitive-Behavioral Therapy for School Refusal in Adolescence. ZEITSCHRIFT FUR KINDER- UND JUGENDPSYCHIATRIE UND PSYCHOTHERAPIE 2023; 51:61-76. [PMID: 36111580 DOI: 10.1024/1422-4917/a000899] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Factors associated with adolescent development influence the occurrence and presentation of school refusal (SR). Cognitive-behavioral therapy (CBT) manuals for the treatment of SR account for these developmental issues to varying degrees. Some multimodal treatments aim to address the complexity of adolescent SR by incorporating interventions alongside CBT, such as medication, inpatient treatment, and educational support in a special setting. However, CBT manuals and multimodal treatments appear to fail to help approximately one-third to two-thirds of adolescents, with respect to achieving regular school attendance. This paper provides an overview of suggestions in the literature for improving treatment for SR, with a focus on adolescent SR. Seven signposts emerge from the literature, namely, increased number or frequency of sessions, greater attention to social anxiety disorder and social functioning, greater attention to depression, greater attention to emotion regulation, careful consideration of the role of parents, greater attention to parent-adolescent communication and problem-solving, and the use of alternative educational settings. Professionals may find these signposts helpful when planning and delivering treatment for SR in adolescents. Research is needed to determine the benefit of including one or more of these adaptations alongside an existing SR treatment.
Collapse
Affiliation(s)
- David Heyne
- Institute of Psychology, Leiden University, The Netherlands
| |
Collapse
|
3
|
Heyne D. Developmental Issues Associated with Adolescent School Refusal and Cognitive-Behavioral Therapy Manuals. ZEITSCHRIFT FUR KINDER-UND JUGENDPSYCHIATRIE UND PSYCHOTHERAPIE 2022; 50:471-494. [PMID: 35762908 DOI: 10.1024/1422-4917/a000881] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
It is important to consider developmental issues when addressing school refusal (SR) in adolescence. Referral rates appear to be higher among adolescents relative to children, and treatment appears to be less effective among adolescents. This paper provides an in-depth review of developmental issues associated with adolescent SR and treatment via cognitive-behavioral therapy (CBT). It begins by considering the reasons for the higher referral and poorer treatment outcomes, including the higher level of absenteeism in adolescence, higher rates of concurrent social anxiety disorder and depressive disorder, and the developmental challenges inherent to adolescence. Such challenges include increased academic and social demands in the secondary-school environment, and increasing autonomy which may contribute to family conflict. These developmental issues may potentiate and exacerbate an adolescent's difficulty attending school, make it difficult for families to cope, and complicate practitioners' efforts to provide effective treatment for SR. Further, the review describes CBT manuals for SR and the extent to which they are developmentally sensitive. There are five CBT manuals, which vary in their sensitivity to developmental issues. Various multimodal treatments employ interventions in addition to CBT, such as medication or inpatient treatment, to address the complexity of SR in adolescence. Nevertheless, nonresponse to treatment for adolescent SR ranges from one-third to two-thirds of youths. Attention thus needs to be given to ways of improving treatment outcomes.
Collapse
Affiliation(s)
- David Heyne
- Institute of Psychology, Leiden University, The Netherlands
| |
Collapse
|
4
|
Heyne D, Brouwer-Borghuis M. Signposts for School Refusal Interventions, Based on the Views of Stakeholders. CONTINUITY IN EDUCATION 2022; 3:25-40. [PMID: 38774290 PMCID: PMC11104337 DOI: 10.5334/cie.42] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/26/2022] [Accepted: 04/26/2022] [Indexed: 05/24/2024]
Abstract
School refusal (SR) signals a young person's difficulty attending school. It jeopardizes their development, often contributes to distress for parents, and places an extra burden on school personnel. Reviews of empirical studies indicate that intervention for SR helps to increase school attendance, but not for all youths. This practice-based manuscript aims to support practitioners and organisations addressing the needs of youths and families affected by SR. Specifically, we present 14 signposts for the development and delivery of intervention for SR. The signposts represent important conditions for effective intervention based on key findings from the Knowing What Works project in the Netherlands. During that project, 76 professionals shared their views about the important elements in SR interventions they delivered, and 39 youths and 86 parents shared their views about the helpful elements in SR interventions in which they participated. These 201 stakeholders were variously associated with 21 SR interventions across 9 of the 12 Dutch provinces, most situated in mainstream or special education settings. Their responses informed the development of the 14 signposts presented here, supported by the extant literature on SR intervention. We describe the essence of each signpost and conclude with suggestions for using the signposts and evaluating their utility.
Collapse
|
5
|
Cunningham A, Harvey K, Waite P. School staffs’ experiences of supporting children with school attendance difficulties in primary school: a qualitative study. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2022. [DOI: 10.1080/13632752.2022.2067704] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Amethyst Cunningham
- Berkshire CAMHS Getting Help Team, Fir Tree House, Upton Hospital, Slough, UK
| | - Kate Harvey
- School of Psychology & Clinical Language Sciences, University of Reading, Reading UK
| | - Polly Waite
- School of Psychology & Clinical Language Sciences, University of Reading, Reading UK
- Departments of Experimental Psychology and Psychiatry, University of Oxford, Anna Watts Building, Radcliffe Observatory Quarter, Oxford, UK
| |
Collapse
|
6
|
Kearney CA, Childs J. A multi-tiered systems of support blueprint for re-opening schools following COVID-19 shutdown. CHILDREN AND YOUTH SERVICES REVIEW 2021; 122:105919. [PMID: 36540197 PMCID: PMC9756038 DOI: 10.1016/j.childyouth.2020.105919] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/25/2020] [Revised: 12/30/2020] [Accepted: 12/30/2020] [Indexed: 06/17/2023]
Abstract
The COVID-19 pandemic will create enormous disruptions for youth and families with respect to economic and health status, social relationships, and education for years to come. The process of closing and intermittently reopening schools adds to this disruption and creates confusion for parents and school officials who must balance student educational progress with health and safety concerns. One framework that may serve as a roadmap in this regard is a multi-tiered systems of support (MTSS) model. This article briefly addresses four main domains of functioning (adjustment, traumatic stress, academic status, health and safety) across three tiers of support (universal, targeted, intensive). Each section draws on existing literature bases to provide specific recommendations for school officials who must address various and changing logistical, academic, and health-based challenges. The recommendations are designed to be flexible given fluctuations in the current crisis as well as focused on maximum-value targets. An MTSS approach adapted for contemporary circumstances can also be used to help address longstanding disparities that have been laid bare by the pandemic.
Collapse
Affiliation(s)
| | - Joshua Childs
- University of Texas at Austin, Educational Leadership and Policy Department, Austin, TX, USA
| |
Collapse
|
7
|
Sethi K, Jaiswal V, Ansari MD. Machine Learning Based Support System for Students to Select Stream (Subject). ACTA ACUST UNITED AC 2020. [DOI: 10.2174/2213275912666181128120527] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
Background:
In most of the countries, students have to select a subject/stream in the secondary
education phase. Selection of subject/stream is crucial for students because further their career
proceeds according to their selection. Mostly subject/stream selection cannot be changed in the
further career. Inappropriate selection of subjects due to parental pressure, lack of information etc.
can lead to limited success in the selected stream. Guidance for subject/stream selection based on information
of successful scholars of their stream and information of students such as interest, family
background, previous education and other associated can enhance the success in career.
Methods:
Data mining and machine learning based methods were developed on the above information.
Data from the different institutions and students of two different streams were used for training
and testing purposes. Different machine learning algorithms were used and methods with high
accuracy (86.72) were developed.
Result:
Developed methods can be extended and used for different subject/stream selection.
Collapse
Affiliation(s)
- Kapil Sethi
- School of Electrical and Computer Science, Shoolini University of Biotechnology and Management Sciences, Solan, Himachal Pradesh, India
| | - Varun Jaiswal
- School of Electrical and Computer Science, Shoolini University of Biotechnology and Management Sciences, Solan, Himachal Pradesh, India
| | - Mohammad Dilshad Ansari
- Department of Computer Science & Engineering, CMR College of Engineering & Technology, Hyderabad, India
| |
Collapse
|
8
|
Heyne D, Gentle-Genitty C, Gren Landell M, Melvin G, Chu B, Gallé-Tessonneau M, Askeland KG, Gonzálvez C, Havik T, Ingul JM, Johnsen DB, Keppens G, Knollmann M, Lyon AR, Maeda N, Reissner V, Sauter F, Silverman WK, Thastum M, Tonge BJ, Kearney CA. Improving school attendance by enhancing communication among stakeholders: establishment of the International Network for School Attendance (INSA). Eur Child Adolesc Psychiatry 2020; 29:1023-1030. [PMID: 31372748 DOI: 10.1007/s00787-019-01380-y] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/25/2019] [Accepted: 07/22/2019] [Indexed: 01/05/2023]
Affiliation(s)
- David Heyne
- Leiden University Institute of Psychology, PO Box 9555, 2300 RB, Leiden, The Netherlands.
| | | | | | - Glenn Melvin
- Deakin University School of Psychology, Burwood, Australia
| | - Brian Chu
- Rutgers University, New Brunswick, USA
| | | | | | | | | | - Jo Magne Ingul
- Norwegian University of Science and Technology, Trondheim, Norway
| | | | - Gil Keppens
- Vrije Universiteit Brussel, Brussels, Belgium
| | - Martin Knollmann
- Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University Hospital Essen, University of Duisburg-Essen, Essen, Germany
| | | | - Naoki Maeda
- Kyushu University of Health and Welfare, Nobeoka, Japan
| | - Volker Reissner
- Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University Hospital Essen, University of Duisburg-Essen, Essen, Germany
| | | | | | | | | | | |
Collapse
|
9
|
Finning K, Waite P, Harvey K, Moore D, Davis B, Ford T. Secondary school practitioners' beliefs about risk factors for school attendance problems: a qualitative study. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2019; 25:15-28. [PMID: 32536954 PMCID: PMC7254525 DOI: 10.1080/13632752.2019.1647684] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
School staff have an important role to play in identifying and assisting pupils who require additional support to regularly attend school, but their beliefs about risk factors might influence their decisions regarding intervention. This qualitative study investigated educational practitioners' beliefs about risk factors for attendance problems. Sixteen practitioners from three secondary schools were interviewed via focus groups. Data were analysed using thematic analysis. Practitioners identified risk factors related to the individual, their family, peers and school. Poor mental health was identified as a risk factor, but practitioners primarily focused on anxiety rather than other mental health problems like depression or behavioural disorders. The overall perception was that school factors were less important than individual, family and peer factors. Implications include a need for increased awareness of the role of school factors in attendance problems, focus on promoting positive peer and pupil-teacher relationships, and collaborative working between young people, families and schools.
Collapse
Affiliation(s)
- Katie Finning
- College of Medicine and Health, University of Exeter, Exeter, UK
| | - Polly Waite
- School of Psychology & Clinical Language Sciences, University of Reading, Reading, UK
| | - Kate Harvey
- School of Psychology & Clinical Language Sciences, University of Reading, Reading, UK
| | - Darren Moore
- Graduate School of Education, University of Exeter, Exeter, UK
| | - Becky Davis
- School of Psychology & Clinical Language Sciences, University of Reading, Reading, UK
| | - Tamsin Ford
- College of Medicine and Health, University of Exeter, Exeter, UK
| |
Collapse
|