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Are Classrooms Meeting the Basic Psychological Needs of Children With ADHD Symptoms? A Self-Determination Theory Perspective

An abundance of research has linked the symptoms of ADHD with academic problems, even at levels below the clinical threshold for a diagnosis (Breslau et al., 2009; Currie & Stabile, 2006). Not only are ADHD symptoms predictive of underachievement in children, these symptoms are associated with concurrent problems in the school environment, such as interpersonal problems and negative attitudes toward themselves and learning in general (DuPaul & Stoner, 2003). Studies of typically developing children have shown that positive perceptions of the classroom environment are important for children’s overall school adjustment (Niemiec & Ryan, 2009). Guided by a prominent theory in social psychology, Self-Determination Theory (SDT; Deci & Ryan, 1985, 2000), this exploratory study examined differences between how children with and without symptoms of ADHD perceive their classroom environments.