Exploring neurodivergent students’ lived experience of the GCSE exam period: A focus on ADHD.

Devereux, Max (2024). Exploring neurodivergent students’ lived experience of the GCSE exam period: A focus on ADHD. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

This research aimed to explore how neurodivergent students with a diagnosis of ADHD perceive their lived experience of the GCSE exam period. Three research questions guided the study, with an aim to investigate how GCSEs were experienced by four ADHD students, what factors students perceived as influential to their outcomes, and the impact of the available provision. The methodology adopted a critical realist approach, collecting qualitative data through individual semi-structured interviews. Interpretative phenomenological analysis (IPA) was used to analyse the data, focusing on an in-depth exploration of individual lived experiences. Through the analysis, several common themes were identified across the individual accounts. Participants highlighted the significant impact of emotions on their exam preparation and performance, including feelings of exam stress and pressure. The value of acceptance, agency and relationships was also emphasised, with participants sharing that feeling safe, understood, and respected in school was crucial to their wellbeing and attainment. Additionally, the findings indicated that exam preparation for ADHD students extends beyond traditional revision, encompassing factors such as executive functioning, motivation, procrastination, and self-awareness. By placing emphasis on pupil voice, this study provides a rich insight into the experiences of ADHD students, offering implications for practice and provision, in support of wellbeing, preparation, and performance during the GCSE exam period.

Volume Two has been completed during the second and third years of the Applied Educational and Child Psychology Doctorate training programme at the University of Birmingham. It forms the second part of a two-part thesis. The first part (Volume One) presents an original research study. Volume Two includes three professional practice reports (PPRs), which are introduced below.

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):