Abstract:
The purpose of the study was to explore how mothers experience the support provided by
the educational psychologist for their children with ADHD. The conceptual framework utilised
for this study incorporated systems theory, collaborations and inclusive education in South
Africa. In this study, I followed an interpretivist paradigm using a phenomenological
approach. A qualitative case study design was selected, with five purposefully and
conveniently selected mothers whose children had been previously diagnosed with ADHD by
an educational psychologist. The participants took part in either a focus group or a one-onone
interview. Two main themes emerged following the thematic content analysis of the
interviews, namely: How mothers experience their children with ADHD and How mothers
experience support of their children with ADHD.
The findings of this study suggest that mothers of children with ADHD expect a deeper level
of support from an educational psychologist. The findings also indicate that mothers
experience parenting children with ADHD stressful and that they need reassurance and
emotional support from the educational psychologist. The results show the need for a more
inclusive school environment and it highlights the importance of the role of the educational
psychologist sharing knowledge and working collaboratively with educators, the Institutional
Level and District Based Support Teams and the various health care practitioners to provide
support to the child and family.
