ABSTRACT
As we have noted many times throughout this book students with AD/HD never exist in a vacuum. The school exists as a complex organisation with its own specific ethos and characteristics which may help or hinder the progress of children with AD/HD. Furthermore, the school exists beneath the weight of a wide range of public expectations, government regulations and sometimes conflicting demands for accountability. In turn the students concerned often come from family settings which are experiencing severe stress. Sometimes this is because of the effect of the child’s AD/HD and associated difficulties on the family, and sometimes the child’s difficulties are exacerbated by family problems, which might include AD/HD. In this final chapter we reflect briefly on some of the human factors in the school and in family situations and consider some of the practical ways in which these might be addressed.
