Journal of Educational & Psychological Research(JEPR)

School of Psychological Sciences, Macquarie University, Australia

Publications

• Research Article   
  “Lost in the System”: Australian Primary School Teacher Perspectives on ADHD Inclusion, a Bioecological, Qualitative Study
  Author(s): Flynn Vamos, Melanie Porter* and Sami Lu
  
  In Australia, students with Attention-Deficit/Hyperactivity Disorder (ADHD) are marginalised learners who often face barriers to school participation that can compromise long-term social, academic, and mental-health outcomes. ADHD diagnostic criteria specify symptom onset before age 12 years, making primary school a critical period for recognition and support. Teachers’ professional judgment is, therefore, central to identifying attentional and behavioural difficulties, initiating referrals, and mitigating risk. Despite national commitments to inclusion, ADHD remains insufficiently recognised in disability frameworks, making support difficult to access and placing greater pressure on teachers to respond without adequate resources. This study aimed to: (1) clarify how current inclusion policy is experienced in classroom practice and (2) identify the supports that teachers view as.. Read More»
  

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