ADHD: Creating Continuing Dilemmas for Education in Scotland.

Abstract

Over the last fifteen years the diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) has acquired a high level of professional acceptance and public awareness in Britain. A range of critiques have also developed in relation to the concept of ADHD, the constellation of symptoms that make up the ‘disorder’, its diagnosis and the use of medication. However diagnoses and medication rates continue to increase. This increasing medicalisation of behaviour is paradoxical in relation to current policy and legislative direction of Additional Support for Learning in Scotland. This paper summarises some of the critiques of the concept of ADHD, discusses their minimal impact on practice and refers to research data to highlight some issues for education. The data from a small pilot study highlights the role primary schools take in the diagnosis of ADHD, their relationship with the diagnosing professionals and the management of prescription medication during the school day. Finally the paper argues for further social and educational research on this important issue.