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Many children with ADHD do not thrive at school
A new study shows that only around half of children with ADHD enjoy school. Well-being is lowest among those who are taught outside of class for large parts of the day.
Why do so many children with ADHD struggle at school?
This is one of the questions researchers Jon Erik Finnvold and Therese Dokken asked parents of children with ADHD.
“Previous research from Norway and other countries has documented that pupils with ADHD perform worse at school than other children. We also know that children who are happy at school perform better academically,” says Finnvold.
The researchers have examined how parents perceive their children’s well-being at school and whether their well-being is linked to how the child’s schooling is organised.
“While 80 to 85 per cent of children in primary and lower secondary school state that they are thriving, the proportion is only 50 per cent for children with ADHD,” says Finnvold.
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One group stands out
One group in particular stands out: children who attend a local school but spend more than half of the school day outside of the classroom – alone or as part of a small group.
These children clearly report lower well-being.
Previous research from Norwegian Social Research (NOVA) also shows that both parents and children who are part of such schemes have lower expectations for academic performance.
The children have fewer friends, less social contact, spend less time with others during breaks, and are less likely to participate in organised leisure activities.
Do children who receive special education support enjoy school more?
More than half of the children were granted special educational support, but only about one in three actually received support from a special needs teacher. Parents of these children said their children were somewhat happier at school.
In other words, many children do not receive the support they are entitled to. Parents note a lack of capacity and follow-up from the school as causes. These children clearly thrived less at school.
Many parents also stated that they had had negative experiences with special education services. Low levels of thriving were also reported in this group.
“This shows that there is a large gap between rights and practices and it's a serious problem that so many children who are entitled to special needs education do not receive it,” says Finnvold.
Medication – but not much else
The researchers also looked at the follow-up from health services. The Norwegian Directorate of Health says that medication should be the second line of treatment.
Nevertheless, nearly all of the children (98 per cent) in the study have been offered prescription drugs.
For more than half of them, this is where the follow-up stops, without the families or children having been offered training, non-drug therapy, or a referral to a psychologist.
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Parents move to get help
One in ten parents have moved to another municipality or neighbourhood due to their child’s situation, most often because of school.
Many also appeal to the local authority and County Commissioner about what they perceive to be a lack of educational accommodation.
“Parents with higher education are more likely to complain and are often more successful,” Finnsvold adds.
Recommendations
The report notes the need for improved coordination between schools and health services. The researchers also call for a fairer distribution of support measures.
It is important that all children with ADHD get what they are entitled to – regardless of where they live or how wealthy their parents are.
“Children who receive special needs education thrive more, but it's not a good idea to deliver this provision outside of the classroom community,” says Finnsvold.
Reference:
Finnvold, J.E. & Dokken, T. Utdanningsrevolusjonen, for hvem? Å vokse opp med funksjonsnedsettelse og kronisk sykdom i det norske utdanningssystemet (The education revolution, for whom? Growing up with disabilities and chronic illness in the Norwegian education system), NOVA Note 1. 25, 2025.
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Read the Norwegian version of this article on forskning.no
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