Abstract
This study explored the psychosocial support provided to and required by Grade 8 learners diagnosed with ADHD, after the transition from primary to high school. This qualitative research was conducted at a high school in the Ekurhuleni South education district of Johannesburg, and involved seven Grade 8 learners diagnosed with ADHD, their Life Orientation (LO) teacher, and the school’s School-Based Support Team (SBST) co-ordinator. Data was collected through semi-structured individual interviews, focus group discussions and incomplete sentences. The findings revealed that the said sample of Grade 8 learners was receiving psychosocial support in the form of medication, peer support, school accommodations and classroom inclusivity. The findings were used to identify areas for additional support, revealing a need to improve peer understanding as well as teacher awareness and training. Next, the findings were examined for risk and resilience factors. Biologically, risk factors such as prevalence and gender distribution were revealed, with early diagnosis and interventions considered biological resilience factors. Psychologically speaking, a risk factor of frustration from feeling misunderstood and a resilience factor of extracurricular activities were uncovered. A risk factor in the social context proved to be poor peer understanding, countered by a resilience factor of parental involvement. In the educational setting, challenges around concentration and hyperactivity emerged as risk factors, while early identification was singled out as an important resilience factor. Adopting a biopsychosocial theoretical perspective, recommendations were provided for improving the psychosocial support for the learners based on the findings highlighted in this study.
Keywords: ADHD, Biopsychosocial Theory, Grade 8 learners, psychoeducation, psychosocial support, qualitative research, resilience factors, risk factors.