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Helping children with their schooling: A comparison of parents of children with and without Attention Deficit/Hyperactivity Disorder (ADHD)Author(s): Rogers M.A., Wiener, J., Marton, I., Tannock, R. (2009)
It is often reported by teachers and parents that children with Attention-Deficit/Hyperactivity Disorder (ADHD) have problems in school: they are less engaged, have lower grades, lower graduation rates and require more attention from teachers. Children with ADHD also have similar problems outside the classroom. These problems are not surprising because the symptoms associated with ADHD make learning more difficult. While there is research that describes how and why parents of children without ADHD are involved in their children’s learning, and that this involvement benefits the children, there is little information about parental involvement in the schooling of children with ADHD. This study explored parental involvement in the learning of students with ADHD.

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The Educational Implications of Attention Deficit Hyperactivity DisorderAuthor(s): Tannock, R. (2007)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"Teachers should be aware that although there are many different perspectives on
ADHD, there is ample scientific evidence affirming its existence and its detrimental
impact on individuals. Classroom practices can make a difference for children with
ADHD."

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