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<p>Attention-deficit/hyperactivity disorder (ADHD) is a commonly diagnosed mental health disorder, yet little is known about the priorities for funding, services, and research held by educators and ADHD coaches, particularly in Canada. This study, as part of a larger project surveying individuals with ADHD and those who support them in Canada, sought to develop a list of priorities held by educators and ADHD coaches (Total N = 122) for ongoing attention using the Delphi method for gaining consensus across multiple survey iterations. Results from the three waves of data collection suggest that our educator and ADHD coach participants working with children, adolescents, and emerging adults have wide ranging concerns. The most critical issues are with access to care, reduction of stigma in professional settings (e.g., healthcare and schools), adequate funding to support the availability of services, and increasing knowledge and awareness about ADHD, as well as the need for dedicated research attention for socio-emotional functioning in the context of ADHD and ADHD in girls and women. From this study, it is clear that although progress has been made in ADHD services and research, there are substantial unmet needs identified by individuals with ADHD and those who support them.</p>

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Strategic Investment in ADHD Support: Insights from Canadian Educational and Coaching Professionals

  • 期刊论文

  • 发表日期：

    2026年6月2日

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  • Carlin J. Miller,
  • Anne-Claude V. Bedard,
  • Emma A. Climie,
  • Penny Corkum,
  • Stacey D. Espinet,
  • Natalie Grizenko,
  • Yuanyuan Jiang,
  • Maria A. Rogers,
  • Maggie E. Toplak,
  • Brandy L. Callahan

摘要

Attention-deficit/hyperactivity disorder (ADHD) is a commonly diagnosed mental health disorder, yet little is known about the priorities for funding, services, and research held by educators and ADHD coaches, particularly in Canada. This study, as part of a larger project surveying individuals with ADHD and those who support them in Canada, sought to develop a list of priorities held by educators and ADHD coaches (Total N = 122) for ongoing attention using the Delphi method for gaining consensus across multiple survey iterations. Results from the three waves of data collection suggest that our educator and ADHD coach participants working with children, adolescents, and emerging adults have wide ranging concerns. The most critical issues are with access to care, reduction of stigma in professional settings (e.g., healthcare and schools), adequate funding to support the availability of services, and increasing knowledge and awareness about ADHD, as well as the need for dedicated research attention for socio-emotional functioning in the context of ADHD and ADHD in girls and women. From this study, it is clear that although progress has been made in ADHD services and research, there are substantial unmet needs identified by individuals with ADHD and those who support them.