WED-111 - Bridging Home and School: Parents’ Perspectives on School Support for Children with Attention-deficit Hyperactivity Disorder
Wednesday, April 22, 2026
6:00 PM - 7:00 PM PST
Location: Plaza Foyer, Plaza Level
Area of Responsibility: Area V: Advocacy Keywords: Child and Adolescent Health@@@Community-Based Participatory Research@@@School Health, Subcompetencies: 4.4.5 Identify implications for practice., 2.4.5 Plan for sustainability. Research or Practice: Research
Associate Professor Prairie View A&M University CYPRESS, Texas, United States
Learning Objectives:
At the end of this session, participants will be able to:
Analyze the experiences and perceptions of parents of children with ADHD to identify challenges and barriers within school environments.
Apply parent-driven insights to inform policy recommendations, community engagement strategies, and advocacy efforts aimed at promoting equitable and inclusive educational environments for children with ADHD.
Explain the role of caregivers, families, schools, and communities in meeting children’s developmental and health-related needs.
Brief Abstract Summary: Children with ADHD require consistent support at home and school.
Aim: This study examines how parents of children with ADHD perceive and experience their child’s school environment.
Methods: Using a qualitative design, 10 African American parents participated in semi-structured Zoom interviews. Transcripts were analyzed thematically with member checking and peer review to ensure credibility. Findings: Parents reported challenges with school communication, inconsistent support, and limited teacher knowledge, requiring active advocacy.
Conclusions: Insights highlight how inconsistent support affects children’s academic and mental health outcomes and can inform policies and interventions to promote equitable, inclusive, and supportive school environments, addressing broader social determinants of health.
Detailed abstract description: Participants should attend this presentation to explore the real-life experiences of parents navigating ADHD support in schools, uncovering challenges and strategies that impact children’s learning and well-being. Participants will learn how parents advocate for their children, negotiate with teachers, and collaborate with schools to implement individualized education plans (IEPs). This research highlights systemic gaps in knowledge, resources, and cultural responsiveness, providing actionable insights that educators, administrators, and public health professionals can use to improve school-based support for children with ADHD. Attendees will gain a deeper understanding of how social determinants of health, cultural factors, and institutional policies shape the management of ADHD, especially in African American and underrepresented communities. The qualitative analysis of parental experiences reveals patterns, barriers, and successes that are often overlooked in quantitative data alone. Participants will discover evidence-based strategies for enhancing communication between families and schools, creating inclusive learning environments, and ensuring equitable access to interventions that promote academic achievement and mental health. This presentation empowers educators, health professionals, and policymakers to take immediate action. Attendees will learn practical ways to implement culturally responsive practices, support parental engagement, and strengthen collaboration across school and community settings. They will also gain insight into how ADHD affects students’ social, emotional, and cognitive development, and how early interventions can prevent long-term disparities in education, employment, and health outcomes. You will leave this session with a clear understanding of how to bridge the gap between home and school, use parent-driven insights to guide policy and practice, and foster environments where children with ADHD can thrive.
