Exclusion from school and attention-deficit/hyperactivity disorder

Abstract

The exclusion of children from school, either on a fixed-term or a permanent basis, is a disciplinary tool used in primary and secondary schools throughout the United Kingdom. Students with special educational needs (SEN) are more likely to be permanently excluded than pupils without SEN (Department for Children, Schools and Families 2009). In this review paper, I will examine the role of underlying behavioural difficulties in school exclusion and specifically explore the potential role of ADHD in disruptive behaviours. Finally, with a view to initiating a discussion that emphasizes early recognition and proactive management of the causes of disruptive behaviour, I will use the evidence from this review to identify areas for further consideration. The overarching intent of this effort is to encourage continued debate among all stakeholders in this important issue that impacts children’s potential and incurs a significant societal cost.