Abstract
Barnett (2017) reported that over 50% of students with an attention deficit hyperactivity disorder (ADHD) diagnosis qualify for special education services under the Other Health Impairment (OHI) category of the Individuals with Disabilities Education Act (IDEA) or for general education program modifications under Section 504 of the Rehabilitation Act. With such a high number of students meeting this criteria due to ADHD, it is imperative that educational professionals work to find the best way to support these students in the educational setting. Further, meaningful parent involvement has been shown to increase a student’s academic performance and school attendance (Grolnick, & Slowiaczek, 1994). For those students in special education, parent involvement can support the development of appropriate social skills and meaningful long lasting relationships with their peers and trusted adults. Although there are multitudes of positive implications, along with extensively researched successful social emotional learning curriculum for educators, parents share that supporting social emotional learning in the home can be challenging and result in feelings of inadequacy and frustration with school staff. This project focuses on supporting parents of students who have or are suspected of having ADHD. This project developed trainings and supplemental resources to educate parents of students with suspected or identified as having diagnoses of ADHD by providing a review of the most common symptoms of ADHD, the impact of positive social skills within the school environment, and what supports are most effective in developing meaningful relationships with teachers, parents and peers.