An ethnographic field study of the influence of social interactions during the school day for children diagnosed with ADHD

  • Kim Michéle Feder
  • Carsten Kronborg Bak
  • Henrik Vardinghus-Nielsen
  • Tine Mechlenborg Kristiansen
  • Kirsten Schultz Petersen
Beskrivelse
The aim of this ethnographic field study was to investigate the influence of school-day social interactions on the well-being and social inclusion of children diagnosed with ADHD. The empirical data consisted of participant observations and informal interviews over a three-month period at a Danish primary school. Two ADHD-diagnosed 11-year-old boys in the fourth and fifth grades were followed on an alternating basis. The field notes were analysed using a qualitative content analysis that incorporated Etienne Wenger’s concepts of social identity and participation. The results revealed that the effects of school-day social interactions are complex and situation dependent. Medication, friendships and relationships with teachers and other adults strongly influence how children diagnosed with ADHD participate in social interactions and, consequently, how they thrive. We argue that it is important to emphasise the mediation of these children’s participation in the classroom community throughout an entire school day to ensure their social inclusion and well-being. [ABSTRACT FROM AUTHOR]
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OriginalsprogEngelsk
TidsskriftEuropean Journal of Special Needs Education
Vol/bind32
Udgave nummer3
Sider (fra-til)406-421
Antal sider16
ISSN0885-6257
PublikationsartForskning
Peer reviewJa

Samarbejdspartnere

  • Aalborg Universitet