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How the ADHD student functions in the secondary classroom

1 June 1998


The purpose of this qualitative study was to examine how the ADHD student functions in the secondary classroom, specifically with respect to academic achievement, student characteristics, and teaching strategies used in the classroom. Research has shown that the ADHO student is more likely to have lower academic achievement in school than the non-ADHO student. This study took place in a large suburban high school in the Pacific Northwest. The participants were male high school Freshmen. Infonnation was gathered through observations in the classroom and taped interviews with the students and teachers. In order to protect the participants' rights to privacy and anonymity, I have provided pseudonyms for all participants in this study. My research revealed that ADHO students were likely to have low academic achievement in school, but through the use of learning strategies and. medication, their academic success can be increased. The most common characteristics of secondary students with ADHO were distractibility, lack of attention, impulsivity, and day dreaming. My research found a general lack of teaching strategies designed to aid secondary students with ADHD, suggesting that teachers need additional training in order to better accommodate their students.


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