Role of Communication in the Context of Educating Children With Attention-Deficit/Hyperactivity Disorder: Parents’ and Teachers’ Perspectives

Recent school policies increasingly support “parent-integrated” school environments, which benefit from effective parent–school collaborations and strong communication skills to ensure optimal educational outcomes. However, invisible disabilities, such as attention-deficit/hyperactivity disorder, provide unique sociopolitical contexts that shape effective communication. This qualitative study examined communication strategies between parents of students with attention-deficit/hyperactivity disorder and their teachers, using qualitative data collected in joint focus groups. Domain analysis was used to establish a conceptualization of communication that distinguishes relevant contexts (e.g., policy, situational, interpersonal) and forms of communication. Modality analysis subsequently examined the contents and functions of communicated messages. Recommendations for promoting communication skills and knowledge-building efforts are provided in relation to inclusive education of students with special learning needs.