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ADHD Current Research

Helping Children with ADHD Achieve Academic Success

Within the classroom setting, children with Attention Deficit Hyperactivity Disorder (ADHD) experience greater challenges than that of their peers. Some children with ADHD do not receive enough support and attention from their teachers. This can lead to behavior that counteracts with standard classroom expectations such as being compliant, obedient, and non-disruptive.

Positive student-teacher relationships are vital for academic success, yet there has been very little research done in this area regarding children with ADHD to date. CHEO researchers believe that targeting the student-teacher relationship may be a crucial point of intervention for improving academic and social functioning in children with ADHD.

Dr. Phillippe Robaey and his team have constructed a survey study to explore the influence of teacher and child characteristics, as well as systemic variables, such as parent-teacher communication quality. Ideally, this information will tell us what steps to take next to strengthen the bond between student and teacher, thus improving academic success in students with ADHD.

Recruitment for this study commenced in February 2017 and is estimated to be completed by February 2018. If your child suffers from ADHD, and you wish to aid us in this study, please fill out this Consent Form and submit it to FMeek@cheo.on.ca, you will then be contacted by Fiona Meek with further information. Your participation is greatly appreciated.
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