Misunderstood and Neglected: The Educational Marginalization of Students with ADHD in China
DOI:
https://doi.org/10.54097/mwgmhq02Keywords:
ADHD in China; Misunderstood and Neglected; Discrimination; Medical; Education.Abstract
Attention-Deficit Hyperactivity Disorder (ADHD) is a complex issue for students in China. They endure great academic pressure but the cultural stigma surrounding ADHD causes their symptoms to be traced back to their character, for example, laziness. This leads to further discrimination and marginalization in their education. This paper will analyze this problem by reviewing the available literature surrounding ADHD in China. 18 peer-reviewed English articles were reviewed, published from 2015-2025, from the Oberlin College database and ERIC. The literature shows that the marginalization is caused by widespread ignorance on the part of parents and teachers. They assign attributions to behaviors that students cannot control. This appears in the classroom as negative teacher attitudes and disruption with students. This is apparent at home as parental stress is exhibited with little or no help offered. There are some valuable interventions such as individualized teaching and family therapy, but they are not being put into use. This analysis shows a dire need for a global comprehensive solution, including policy changes, formal teacher training and public campaigns to battle stigma, and properly support students with ADHD.
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