This thesis focuses on the role of social work in the inclusion of children and adolescents with ADHD in the school environment. I aimed to explore how social workers in primary schools recognize the needs of these children, how the diagnostic process is carried out, and what role social work plays in this context. In the theoretical introduction, I first present the characteristics of ADHD, its biological background, and its impact on the emotional, social, and academic development of children. I also emphasize the gender-related differences in symptom recognition and critically evaluate prevailing discourses on ADHD through the lens of feminist theory. Furthermore, I describe the school environment as crucial in shaping children's self-image and sense of belonging, outline the legal framework for working with children with special needs in Slovenia, and highlight the importance of children's participation and a community-based approach. I conducted a qualitative study based on interviews with social workers employed in primary schools and analyzed their experiences in working with children with ADHD. I was interested in the process of identifying and directing support for these children, the challenges social workers face, their collaboration with parents and teachers, and how they assess their competencies for this work. The findings reveal that social workers often encounter unclear responsibilities, lack of knowledge, and systemic barriers. Nevertheless, they provide essential support, emphasizing the importance of understanding children's behavior in context, advocacy, and collaboration with all involved stakeholders. Based on the results, I have proposed measures to improve the inclusion of children with ADHD in schools and to strengthen the role of social work in this field.
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