Knowing my child: family-centric parent engagement and ADHD at school

Abstract

The intent of this report is to explore family-centric parent engagement from an analytic auto-ethnographical perspective in the school environment with parents that have a child diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Completed under the umbrella of Prairie Spirit School Division (PSSD), the largest rural school division in Saskatchewan, the qualitative research outcomes detailed in this document will examine current literature on family-centric parent engagement and ADHD within schools and provide an analysis of data collected through five qualitative interviews with parents. The themes of parental stigma, relationships, school systems failure, and parent voice emerged as critical considerations regarding family-centric parent engagement in schools with families that have children diagnosed with ADHD. The knowledge gained through examining this lived experience is a critical consideration connecting the concept of parent engagement with alternate ways of engaging families that have a child diagnosed with ADHD. This is an important connection in the field of school social work that will provide best practice recommendations for school counsellors and educators who work with families who have children diagnosed with ADHD. Recommendations provided to PSSD regarding best practice for working with families who have children diagnosed with ADHD are included.