Abstract
This study aimed to explore the mental health of grade 8 learners diagnosed with ADHD. A
qualitative multiple case study design and a social constructivist paradigm were used. Seven
learners who had transitioned from primary to high school participated in this study, five male
and two female. The participants all resided in the Gauteng province of South Africa. Five of
the participants were from Johannesburg and two of from Pretoria. Data was collected by
means of the Child and Youth Mental Health Profiling System, semi-structured interviews, life
essay and collages. The data collected was then analysed using thematic analysis.
Bronfenbrenner’s bioecological systems theory was the theoretical framework that
underpinned the study.
Three themes emerged through the data analysis process. Namely the participants’
psychological, educational, and social experiences. The psychological experiences affecting
the participants’ mental health consisted of risk and protective factors. The psychological risk
factor was anxiety. This was contributed to by inattention, hyperactivity, low self-esteem and
feeling misunderstood. Protective factors contributing to psychological well-being included the
development of coping mechanisms such as listening to music, gaming, and drawing. ADHD
contributed to the educational difficulties experienced by the participants. Lastly, social
experiences revealed both risk and protective factors. Risk factors included social alienation.
Protective factors that emerged included positive parental support and positive social
interactions. Recommendations that were derived from the findings aimed to support the
mental health of grade 8 learners with an ADHD diagnosis.
Key words
ADHD, mental health, protective factors, risk factors, transition