The current study explores how academic success is defined and perceived by student-athletes and athletic academic support staff professionals, specifically learning specialists and academic advisors. Using qualitative methods, one-on-one interviews were conducted with participants from six “Power 5” programs to establish overarching themes. Academic advisors identified academic achievement and personal development as academic success. Learning specialists identified academic success as maximizing individual potential. Student-athletes identified meeting grade-based standards and work ethic resulting in reaching personal goals as academic success for themselves. Student-athletes also perceived that their advisor would identify eligibility and effort as academic success, and that their learning specialist would view academic success as building academic skills and work ethic.
Three of the most prevalent developmental disorders (DDs) are autism spectrum disorder (ASD), attention‐deficit/hyperactivity disorder (ADHD) and fetal alcohol spectrum disorder (FASD). As part of a study screening for DDs in Greater Manchester, UK, a unique opportunity was taken to explore parents' experiences of receiving reports about their child's previously unrecognised DD. Six parents out of a possible 16 took part in interviews, which were analysed thematically. Findings drawn from parental responses revealed a number of barriers to accessing support for their child's additional needs, including perceived resistance from schools, particularly for quiet, well‐behaved girls, and difficulty in accessing assessment or referrals. There needs to be greater awareness of additional needs in children without externalising behaviours, the presence of gender‐specific differences in the presentation of DDs, and FASD as a commonly occurring DD. Ultimately, better support for children with DDs would reduce the burden of unmet needs for the children and their families, and for wider services.
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