ABSTRACT
Transitions can present challenges for any child or teenager: familiar surroundings, faces and routines must be left behind and new ones have to be accommodated. For the individual with Attention Deficit Hyperactivity Disorder (ADHD) the transition process can be particularly problematic. Teachers and parents need to be aware of the issues and how to support the child through a period of change, and teacher/teaching assistant training programmes should address the characteristics of effective transition management. For parents of a child with ADHD, this is especially challenging: they will look for a secondary school that can offer a level of understanding and continuity of structure similar to that provided by a successful primary school. The attitudes and behaviour of the student body will often determine the outcome for the child with ADHD, so a school ethos that is truly ‘inclusive’ is essential for successful transition.
