Abstract
The narrative of youth diagnosed with Attention Deficit Hyperactivity Disorder, especially within the schooling environment, has often been related to problematic behaviour, poor academic outcomes, substance abuse and even dropping out of school. Inevitably, most of the interactions that parents and teachers have with these youths are based on reactions or responses to the effect the disorder has on the youth’s schooling career. Thus, the purpose of this study was to understand and explore collaborative experiences of parents and teachers in mapping the career transitioning of youth diagnosed with ADHD. To achieve this, the study used a single qualitative case study of a mainstream private school in the north of Johannesburg. A case study approach was used as means of gaining a comprehensive and in-depth perspective of parents and teachers and their experiences of mapping career transitioning for youth diagnosed with ADHD. The researcher conducted a thematic content data analysis to present the findings related to the research questions. The main research question focused on finding out how parents and teachers collaborate to support youth diagnosed with ADHD in mapping their career transitioning. The two sub-questions gauged parents’ and teachers’ challenges, benefits they found in mapping career transitioning and what would assist them in supporting youth diagnosed with ADHD in their career transitioning. This study describes the main themes and findings of the study. As a result of the questions posed during the data collection process, four themes with eight sub-themes emerged. The four themes were: (1) parent-teacher understanding of career transitioning; (2) parent-teacher collaboration experiences; (3) parent-teacher challenges in mapping career transitioning; and (4) strategies in support of mapping career transitioning. In addition, the eight sub-themes were: (1) support in career decision-making; (2) knowledge about learner needs within the career transitioning process; (3) career exploration experiences; (4) parent-teacher collaboration experiences; (5) limited knowledge and training; (6) a lack of communication; (7) importance of communication in collaboration; and (8) collaborative decision-making. The study revealed that there is a need for parent-teacher collaborative efforts to support and
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navigate youth with ADHD through their career transitioning. Participants indicated that this could be achieved by emphasising communication in collaboration; collaborative decision-making; and having strategies in support of parent-teacher collaboration.
Key words: ADHD, parent-teacher collaboration, career transitioning, transitioning, youth, collaboration