Social experiences in ADHD: Exploring the interplay of individual characteristics and the school context using qualitative and quantitative methods

<p dir="ltr">This thesis examined the social experiences of young people with Attention Deficit/Hyperactivity Disorder (ADHD) using quantitative and qualitative research methods. Prior research has extensively investigated poor social outcomes among young people with ADHD and has traditionally attributed these outcomes to the core features of inattention, hyperactivity, and/or impulsivity. However, this purely symptom-oriented approach has insufficiently addressed how contextual factors influence social experiences. Additionally, the positive social experiences of young people with ADHD have been largely under-represented in the literature to date.</p><p dir="ltr">The primary aim of the thesis was to comprehensively investigate the social experiences of children and adolescents with ADHD by exploring the influences of individual characteristics (such as ADHD features, cognitive factors, and personal attributes), and wider social contexts (such as factors associated with the school environment, peer dynamics, and societal stigma). It was proposed that social experiences in ADHD, both positive and challenging, may emerge from an interplay between these individual characteristics and broader contextual influences. The aim of the thesis was addressed across three chapters.</p><p dir="ltr">Chapter 1 was a systematic review of quantitative literature exploring the cognitive factors associated with social outcomes in children and teenagers with ADHD. Key findings pertaining to emotional regulation, non-verbal working memory, and behavioural inhibition were discussed in relation to their association with select social outcomes. The quality of the literature was also evaluated. Chapter 2 was a qualitative Interpretive Phenomenological Analysis (IPA) study that explored the lived social experiences of nine children and teenagers with ADHD. Three key themes were developed. These themes highlighted the complexity of the participants’ social experiences; the interaction between school contextual factors, ADHD features, and psychological processes; and developmental changes in participants’ approaches to support seeking. Using similar methodology, Chapter 3 investigated the perspectives of nine parents regarding the social experiences of their children and teenagers with ADHD. Three themes were developed, which detailed the developmental shifts in children’s friendships and parental social facilitation; the role of school systems and how these interact with children’s social strengths and challenges; and the relationships between institutional barriers and advocacy efforts undertaken by parents.</p><p dir="ltr">In the General Discussion, the major contributions of this thesis were discussed. These contributions included: (i) identifying social strengths and positive experiences of young people with ADHD; (ii) exploring the relationship between emotional regulation and social experiences; (iii) deconstructing the influence of contextual factors on social experiences; and (iv) revealing how inconsistencies in formal support necessitated student and parent advocacy. Based on these findings, the thesis calls for a shift from purely medical model and deficit-focused understandings of social experiences in ADHD. It provides insight into both social strengths and challenges and facilitates improved awareness of the influential role of the school contexts. Furthermore, these findings elucidate the need for systemic changes that address institutional barriers, as an adjunct to individualised support, to facilitate improved social outcomes for young people with ADHD.</p>