ADHD-diagnos: handlingsutrymme, attityder och en social konstruktion - En djupgående kvalitativ studie om skolpersonals syn på ADHD-diagnosen och kopplade stödinsatser.

Sammanfattning: This study aims to analyze how school staff perceive children diagnosed with ADHD, along with the associated support measures and autonomy. Utilizing a qualitative approach with semi-structured interviews presented in vignette form, five individuals from three different schools in the Malmö and Lund areas were interviewed. The study reveals that school staff's perspectives on ADHD vary based on individual knowledge, aligning with Foucault's theory of knowledge and power. It also highlights expectations and prejudices related to ADHD behaviors, further understood through social constructivism and Goffman's theory of stigma. Interviewees emphasized the importance of resources, varying across schools, analyzed through Lipsky's concept of 'room for action'. In conclusion, the study suggests that school staff express a need for more theoretical knowledge and research to enhance their support for students with ADHD. It underscores the existence of diverse support interventions, yet challenges arise due to insufficient time and resources, hindering effective support provision. Additionally, gender stereotypes linked to ADHD contribute to the invisibility of ADHD in girls within the school system. Based on the study's results, we also advocate for further research on the interrelation between ADHD diagnosis and gender aspects.