ABSTRACT

Relegated to the margins of the large body of research on ADHD and school is individuals’ own retrospective accounts of schooling. Drawing on multiple narrative interviews with nine young adults with ADHD in Sweden, the present study explores their experiences and reflections concerning their years in compulsory school. Despite variations in the gradient of decline, time in school was described as a slippery slope, with rapid deterioration in secondary school. Participation in sports and cultural activities outside school emerged as strong supportive factors. The expectations placed on the individual in the school context and relationships with teachers were described as key hurdles. In hindsight, school was perceived as a meaningless phase of their lives. The present findings nuance the skewed diagnosis focus in contemporary research, raising questions about timing of support in school and offering important insights concerning girls with ADHD.

摘要

大量关于多动症和学校研究的边缘是个人对学校教育的回顾。本研究利用对瑞典 9 名患有多动症的年轻人的多重叙事访谈，探讨了他们在义务教育阶段的经历和反思。尽管下降的梯度有所不同，但在学校的时间被描述为滑坡，中学的情况迅速恶化。参加校外体育和文化活动成为强有力的支持因素。在学校环境中对个人的期望以及与教师的关系被描述为主要障碍。事后看来，学校被认为是他们生活中毫无意义的阶段。目前的研究结果细微差别了当代研究中偏斜的诊断重点，