Dissertation Defense Announcement Ed.D. Program: Dawn Carlsen, “Seen, Heard, and Understood? Parents’ Lived Experiences of School Communication and Support in Raising Middle School Students with ADHD”

Intentionally fostering effective, bidirectional communication to support alliances between schools and families (Gormley et al., 2020) benefits middle school students with ADHD. It is vital that schools and teachers understand how to build positive relationships with families that reflect reciprocal trust and partnership, as parents of students with ADHD play a critical role in their children’s educational outcomes. However, such partnerships are not always realized in practice. The current study is grounded in the theory that many of the challenges in parent/school relationships for students with ADHD can be understood by analyzing communication patterns as perceived by parents. Despite the importance of these interactions, there is a scarcity of research providing empirical data on parental perceptions of the causes and contributors to ineffective communication that lead to relational difficulties.

The purpose of this qualitative study was to explore the perspectives and lived experiences of parents of middle school students with ADHD in relation to their communication with schools. Using an Interpretive Phenomenological Analysis (IPA) approach, in-depth interviews were conducted with seven parents to examine home–school communication practices and evaluate parents’ perceptions of the school’s efficacy in meeting their child’s needs. Findings revealed that parents often experienced inconsistent communication, limited collaboration, and a lack of shared understanding with school personnel, which hindered their ability to effectively support their children. Parents emphasized the need for proactive, transparent, and empathetic engagement from educators.

These results provide valuable insight for school personnel seeking to develop policies and practices that cultivate genuine partnerships with families of students with ADHD. This work contributes to ongoing discussions among researchers and educators aimed at improving communication, collaboration, and outcomes for students with ADHD.