Abstract
Focussing Transitioning from vocational schooling to the world of work poses significant challenges for learners diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), which co-occurs with Mild Intellectual Developmental Disorder (MIDD) in South Africa. Despite progressive policies promoting inclusive education, these learners face systemic barriers, including inadequate career guidance, limited workplace exposure, and inconsistent support within schools. This study explored the lived experiences of learners diagnosed with ADHD that co-occurs with MIDD in Tshwane vocational schools, focusing on their transition journeys, the roles of teachers and families, and strategies to enhance outcomes.
Underpinned by Schlossberg's Transition Theory, this qualitative study employed a phenomenological design to capture rich narratives. Data collection involved semi-structured interviews, focus groups, and visual methods, including collages with 14 learners and insights from 4 teachers. Findings were explored through thematic analysis, which revealed that while vocational schools offered opportunities for skill development, learners diagnosed with their primary diagnosis being ADHD encountered structural obstacles, such as insufficient teacher training, fragmented parental involvement, and limited school-to-work pathways.
Notably, township schools faced significant resource disparities compared to urban settings, resulting in unequal educational opportunities. However, positive practices like supportive teacher engagement, peer collaboration, and executive-function strategies enhanced learners' confidence and agency. Family support and exposure to community resources emerged as critical factors in successful transitions.
This study underscores the need for a multi-stakeholder approach to foster sustainable career transitioning for learners with ADHD that co-occurs with MIDD. Key recommendations include strengthening teacher professional development, integrating executive-function skills into vocational curricula, enhancing parental and community partnerships, and establishing structured exit plans linking learners to further training or employment opportunities. Implementing these interventions is crucial for ensuring equitable and meaningful transitions for learners with ADHD.