Many children with ADHD do not thrive at school

Why do so many children with ADHD struggle at school? This is one of the questions that the NOVA researchers Jon Erik Finnvold and Therese Dokken at OsloMet asked parents of children with ADHD. 

“Previous research from Norway and other countries has documented that pupils with ADHD perform worse at school than other children. We also know that children who are happy at school perform better academically,” says Finnvold. 

Through the study, which is part of the UPTAKE research project, the researchers have examined how parents perceive children’s well-being at school and whether their well-being is linked to how the child’s schooling is organised. 

“While 80 to 85 per cent of children in primary and lower secondary school state that they are thriving, the proportion is only 50 per cent for children with ADHD,” says Finnvold.

Many children with ADHD do not receive the support they are entitled to. – Jon Erik Finnvold

One group stands out

One group in particular stands out: children who attend a local school but spend more than half of the school day outside of the classroom – alone or as part of a small group. These children clearly report lower well-being. 

Previous research from NOVA also shows that both parents and children who are part of such schemes have lower expectations relating to academic performance. The children have fewer friends, less social contact, spend less time together with others during breaks and are less likely to participate in organised leisure activities.

Do children who receive special educational support thrive more at school?

More than half of the children had received a decision under which they were entitled to support with special educational needs, but only around one in three received support from a special needs teacher. The parents of these children found that their children thrived slightly more at school. 

In other words, many children do not receive the support they are entitled to. Parents note a lack of capacity and follow-up from the school as causes. In this group, children clearly thrived less at school.

Many parents also stated that they had had negative experiences with special educational needs provision. Low levels of thriving were also reported in this group. 

“This shows that there is a large gap between rights and practices and it is a serious problem that so many children who are entitled to special needs education do not receive it.”  

Medication – but not much else

The researchers also looked at the follow-up from the health service. The Norwegian Directorate of Health says that medication should be the second line of treatment. Nevertheless, nearly all of the children (98 per cent) in the study have been offered prescription drugs. 

For more than half of them, this is where the follow-up stops, without the families or children having been offered training, non-drug therapy or a referral to a psychologist.

Parents move to get help

One in ten parents have moved to another municipality or neighbourhood due to their child’s situation, most often because of school. Many people also appeal to the local authority and County Commissioner about what they perceive to be a lack of educational accommodation. 

“Parents with higher education are more likely to complain and are often more successful,” Finnsvold adds.

Recommendations

The report notes the need for improved coordination between schools and health services. The researchers also call for a more equitable allocation of measures. 

“We need to ensure that all children with ADHD get what they are entitled to – regardless of where they live or how wealthy their parents are,” says Finnvold. 

“Children who receive special needs education thrive more, but it is not a good idea to deliver this provision outside of the classroom community”.

Reference

Finnvold, J.E. & Dokken, T. (2025). Utdanningsrevolusjonen, for hvem? Å vokse opp med funksjonsnedsettelse og kronisk sykdom i det norske utdanningssystemet. NOVA Notat 1/25 (oda.oslomet.no)