Wellbeing and social inclusion of secondary students with ADHD
Author Identifier (ORCID)
Abstract
It is known that students with attention-deficit hyperactivity disorder (ADHD) are often academically, socially and emotionally challenged within the school context leading to poor learning outcomes, low attendance, increased grade retention, expulsion and high drop out of rates (Faraone & Larsson, 2019; Mezzanotte, 2020). This study used transcendental phenomenology to investigate the socio-emotional and academic experiences in a secondary setting of 10 former secondary students with ADHD. This chapter presents information about the social and emotional experiences the former students with ADHD described, as well as perceived supports that enhanced their wellbeing. Wellbeing of secondary school students with ADHD in this study was closely associated with perceived teacher attitudes, peer integration and social interactions within the classroom and broader school context. A sense of belonging or relatedness to the classroom is critical to maintain positive self-esteem through boosting students’ confidence, leading to classroom engagement. As such, emotional stability was identified as a fundamental element lying beneath the surface of the turmoil experienced by students with ADHD. Positive teacher attitude was found to be the key to emotional stability in the classroom, guiding these students’ educational engagement, healthy peer integration, social interaction and overall wellbeing.
Keywords
ADHD, academic achievement, social interaction, emotional stability, wellbeing
Document Type
Book Chapter
Date of Publication
2026
Publication Title
International Perspectives on Inclusive Education: Wellbeing for Inclusive Education and an Inclusive Society
Publisher
Emerald
School
School of Education
RAS ID
100630
Copyright
subscription content
Recommended Citation
Keiper, D., Chambers, D., & Handal, B. (2026). Wellbeing and social inclusion of secondary students with ADHD. In N. Kawai, D. Chambers, & M. Omori (Eds.), Wellbeing for inclusive schools and an inclusive society (pp. 245–262). Emerald. https://doi.org/10.1108/S1479-363620260000025013