ADHD STUDENTS AND SCHOOL SOCIAL EDUCATION: A SWISS CASE STUDY ON THE IMPORTANCE OF EMPOWERMENT

Alissia Jasmin Lutz-Fritz, Michael Hast

Abstract


Young people with ADHD are frequently marginalised, which affects their opportunities to be included within society. This places emphasis on how students are best prepared for becoming part of that society. The present case study investigated the perceptions of a needs-based and individualised support for students with ADHD in the context of a Swiss sociocratic school, from the perspectives of students and social educators. Semi-structured interviews were conducted with students diagnosed with ADHD and a school social educator to explore the influence of the diagnosis on self-perception and self-image, as well as their needs for support from social educators. The results emphasise the significance of belongingness and empowerment for students with ADHD, and how school social educators can act as a link between school and wider society. They demonstrate the importance of individually considering the needs of students with ADHD to provide appropriate support. Recommendations for school social education are made, both for working with students within the school context as well as for preparing them for the time beyond school.

 

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Keywords


ADHD, empowerment, school social education, Bronfenbrenner

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References


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DOI: http://dx.doi.org/10.46827/ejse.v9i3.4919

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