In bachelor’s thesis, I write about supporting adolescents with ADHD in primary and secondary school. In the introduction, I define ADHD and its characteristics, provide a history of naming the disorder, discuss ADHD diagnosis, examine the disorder in different populations and explain the role of medications and the comorbidity of ADHD with other conditions. I continue on by describing the adaptations made for adolescents with ADHD in primary and secondary school, whilst defining the role of teachers and the role of the counselling service in working with adolescents with ADHD. Through qualitative research, I conducted interviews with a non-random convenience sample of ten professional staff in primary and secondary schools to gather data on the support they provide, their experiences, and their opinions. In the empirical part of the research, I present my findings. I found that professional staff provide good support to adolescents with ADHD, although there is still room for improvement. Adaptations for adolescents mainly include adjustments within the classroom, such as modifications of the space and student’s assessment, while also considering adjustments for the students themselves. Counselling workers provide support mainly in overcoming deficits, while teachers and professors offer support primarily through physical adjustments and modifications of their explanations. Early diagnosis and support are especially important for adolescents with ADHD, as most are diagnosed in primary school. Professional staff do not observe significant differences in working with adolescents with ADHD based on gender, but they are aware that the disorder may manifest differently in boys than in girls. Parents play a great role in support too, as they collaborate with professional staff mainly through meetings and various communication channels. Their support and cooperation also influence the adolescent's academic success. Even though the professional workers' prior knowledge of ADHD is limited, they feel competent to work with these students, however those who have more prior knowledge rate themselves as more competent. When it comes to the support for adolescents with ADHD, they rate it as good but suggest improvements mainly in the classroom and in training. Opinions of professional staff on medications for alleviating ADHD symptoms are divided; primary school professionals are less in favour of medications but report more desired changes in adolescents using them, while this is the opposite for secondary school professionals. In conclusion, support for adolescents with ADHD during schooling is good, but it is important to be aware of the possible ways of providing support.
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