ADHD in schools: Adopting a strengths-based perspective.

Abstract

Children with attention-deficit/hyperactivity disorder (ADHD) present with a number of behavioural, social, and academic challenges. However, the importance of understanding the strengths and abilities of these children should not be overlooked, particularly in the school environment. This brief report highlights the application of positive psychology to a population typically portrayed in a negative light-children with ADHD. Specifically, this article provides an argument for seeking a more positive understanding of children with ADHD and illustrates the necessity of taking a strengths-based approach in working with and supporting these students. Avenues for adopting a strengths-based approach to ADHD within both research and practice are discussed, informed by concepts from related areas of positive psychology, strengths perspectives, and resilience. The benefits of and potential directions for integrating positive psychology frameworks into the ADHD research field are outlined, emphasising the need to link findings to evidence-based practice. Implications for school-based practice will also be examined, highlighting the importance of strengths-based assessment and intervention approaches in school environments so as to provide more positive and well-rounded support for children with ADHD. Ultimately, positive psychology offers a more balanced, holistic, and hopeful approach to a population typically viewed through a deficit lens and has the potential to inspire a greater emphasis on building capacity in these children and their families and schools.

A renewed focus on strengths‐based assessment in schools

“…Second, use of SBA may help to decrease the frustration of the parents and teachers who see the child on a daily basis. The focus on strengths may allow these individuals to recognise and celebrate aspects of the child's life that are going well, instead of a continued focus on negative behaviours or outcomes (Climie & Mastoras, ; Cox, ; Terjesen et al, ). Given the challenges experienced by some students, an opportunity to re‐identify positive traits and aspects of a child may be a welcome change for parents, teachers and the child him‐ or herself.…”

“…It is clear that the use of SBA in psychoeducational assessment is beneficial and may provide a more accurate view of an individual child and his or her abilities, particularly when working with challenging children (Climie & Mastoras, ). Consideration of individual strengths recognises that each child brings a unique skill set to the classroom and acknowledges that each learner may benefit from individual planning.…”

“…The focus is on the behaviours or skills that are lacking and therefore require remediation or intervention, with little consideration of the abilities of the child. A deficit‐focused assessment seldom takes into consideration a child's assets, such as a supportive family, social skills or individual characteristics such as motivation or perseverance (Climie & Mastoras, ; Terjesen et al, ).…”

“…First, this approach allows for a more well‐rounded representation of an individual child, capturing his or her unique abilities (Jimerson et al, ; Laija‐Rodriguez et al, ; Nickerson, ; Rashid & Ostermann ; Rhee et al, ; Wilder et al, ). SBA provides a more balanced view of the child, highlighting the competencies and areas of strengths that are both internal and external to the child (Climie & Mastoras, ; Jimerson et al, ). Specifically, SBA acknowledges the importance of the ecological and contextual variables a child brings forth and how these factors may contribute to a child's strengths and limitations (Jimerson et al, ; Rhee et al, ).…”

“…This positive approach is a significant asset of SBA, especially given that parents often feel discouraged by the negative reports regarding their children (Lebeer et al, ). By highlighting the competencies of a child, SBA fosters optimism, hope and motivation for change for children, parents and teachers (Climie & Mastoras, ; Jimerson et al, ). This empowerment has important implications with regard to both IEPs and BIPs.…”