Dissertation Proposal Announcement Ph.D. in Education Program: Gabriella Bussanich “Understanding Strengths in Adolescents with ADHD Across Social Contexts: Student, Parent, and Teacher Perspectives”

Attention-Deficit/Hyperactivity Disorder (ADHD) is often examined through deficit-oriented perspectives that emphasize behavioral, academic, and social difficulties. Although this research has contributed important understanding regarding the challenges associated with ADHD, it has often overlooked the strengths adolescents with ADHD may demonstrate within relationships and everyday social experiences. Existing strengths-based ADHD research has also relied heavily on quantitative methods, standardized measures, and adult-defined interpretations, with limited attention given to adolescents’ own perspectives and lived experiences. The purpose of this qualitative phenomenological study is to explore how adolescents with ADHD, their parents, and their teachers describe and understand strengths across home and school contexts. Led by positive psychology and resilience theory, this study examines how these strengths are recognized, expressed, and supported within adolescents’ social interactions and relationships. The study is guided by two research questions: (1) How do adolescent students with ADHD, their parents, and their teachers describe and perceive adolescent strengths across home and school contexts? and (2) How are adolescents’ strengths used within everyday social interactions and relationships? Data will be collected through semi-structured virtual interviews with adolescents with ADHD, parents, and teachers across the United States. Interview data will be analyzed using thematic analysis informed by phenomenological principles to identify patterns and themes across participant experiences. Findings may provide insight into how adolescents with ADHD experience and express strengths across social and school contexts, while highlighting how these strengths are understood by adolescents, parents, and teachers to inform more balanced and strengths-based approaches to supporting adolescent development.