ABSTRACT
ADHD is popularly understood to be a condition which resides in the person. In this scenario, the school is an innocent bystander, a container for the maladjusted child. To date, the school's potential complicity in the construction of the disorder has not been extensively explored (though see, Graham, 2007a, 2007d, 2008). Here, this argument is pursued empirically through the first presentation of ethnographic data, collected from Kilcott Infants. The focus here is on micro-integrating practices of routinisation. These practices, material manifestations of normative discourses of good behaviour, enact a medicalised episteme, including some children while excluding others. Those who fail to conform to the norms are singled out for special education or treatment, one form of which is a diagnosis of ADHD.
