黑料不打烊

Rethinking ADHD: Voices from Research, Practice and Lived Experience is a podcast mini-series produced for the British Education Research Association (黑料不打烊), bringing together researchers, practitioners and people with lived experience to explore what ADHD and neurodiversity really mean in educational settings, and what it would take to do better. Across six episodes, the series moves from the theoretical foundations of Critical ADHD Studies through questions of epistemic injustice, school culture, co-occurring conditions and the social world of neurodivergent young people, drawing on recent scholarship and the expertise of guests who have spent careers and lifetimes thinking about these questions.

Dr Anastasia Kalokyri’s Pastoral Care in Education paper (2025) provides the research anchor: a nine-month ethnographic study in a Scottish secondary school, drawn from her doctoral research completed at the University of Edinburgh in 2024. Her findings (ADHD as fluid identity; students demonstrating sophisticated social agency; exclusion stemming from ableist and gendered peer norms rather than individual deficit) challenge the prevailing deficit framing directly and in students’ own voices. Anastasia’s research interests centre on ADHD, intersectionality, school inclusion and ethnography, and she brings both scholarly depth and extensive teaching experience across multiple countries.

Jill Dykes brings a distinctive combination of perspectives as founder and CEO of ADHD Scotland (a newly formed social enterprise and charity), with an earlier career spanning social enterprise, mental health, social work and counselling, and business development in academia. She is also a parent with ADHD to two AuDHD children, meaning her advocacy is grounded in both professional commitment and lived family experience. Jack Cooper holds both an analytical position as an undergraduate researcher and a lived experience position as someone with ADHD who founded ADHD United. Questions are differentiated by expertise across the three guests, while building cumulatively toward the episode’s closing question about what reframing genuinely requires educators to unlearn.

References and further reading:

ADHD Scotland (2025). adhdscotland.org.uk 

Bailey, S., & Thomson, P. (2009). Routine (Dis)Order in an Infant School. Ethnography and Education, 4(2), 211–227.

Bergey, M., Chiri, G., Freeman, N. L. and Mackie, T. I. (2022). Mapping mental health inequalities: the intersecting effects of gender, race, class, and ethnicity on ADHD diagnosis. Sociology of Health and Illness, 44(3), 604-623.

Bešić, E. (2020). Intersectionality: A pathway towards inclusive education?. Prospects, 49(3), 111-122.

Kalokyri, A. (2025). Navigating the interplay of ADHD, social norms, and friendships: perspectives from secondary school students with ADHD. Pastoral Care in Education, 43(3), 415-436.

Kalokyri, A. (2024). An ethnography on the school experiences of secondary school students with ADHD in Scotland: moving towards an intersectional approach to inclusion. Doctoral thesis. University of Edinburgh.

Kok, F. M., Groen, Y., Fuermaier, A. B., Tucha, O. and Christiansen, H. (2016). Problematic peer functioning in girls with ADHD: a systematic literature review. PLoS ONE, 11(11), e0165119.

Crenshaw, K. (1989). Demarginalizing The Intersection Of Race And Sex: A Black Feminist Critique Of Antidiscrimination Doctrine, Feminist Theory, And Antiracist Politics. University Of Chicago Legal Forum, 14, 538-554.

 Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford law review, 43(6), 1241-1299

 Davis, J. M., & Watson, N. (2001). Where are the children’s experiences? Analysing social and cultural exclusion in ‘special’ and ‘mainstream’ schools. Disability & Society, 16(5), 671-687.

Faraone SV, Banaschewski T, Coghill D, Zheng Y, Biederman J, Bellgrove MA, Newcorn JH, Gignac M, Al Saud NM, Manor I, Rohde LA, Yang L, Cortese S, Almagor D, Stein MA, Albatti TH, Aljoudi HF, Alqahtani MMJ, Asherson P, Atwoli L, Bölte S, Buitelaar JK, Crunelle CL, Daley D, Dalsgaard S, Döpfner M, Espinet S, Fitzgerald M, Franke B, Gerlach M, Haavik J, Hartman CA, Hartung CM, Hinshaw SP, Hoekstra PJ, Hollis C, Kollins SH, Sandra Kooij JJ, Kuntsi J, Larsson H, Li T, Liu J, Merzon E, Mattingly G, Mattos P, McCarthy S, Mikami AY, Molina BSG, Nigg JT, Purper-Ouakil D, Omigbodun OO, Polanczyk GV, Pollak Y, Poulton AS, Rajkumar RP, Reding A, Reif A, Rubia K, Rucklidge J, Romanos M, Ramos-Quiroga JA, Schellekens A, Scheres A, Schoeman R, Schweitzer JB, Shah H, Solanto MV, Sonuga-Barke E, Soutullo C, Steinhausen HC, Swanson JM, Thapar A, Tripp G, van de Glind G, van den Brink W, Van der Oord S, Venter A, Vitiello B, Walitza S, Wang Y. The World Federation of ADHD International Consensus Statement: 208 Evidence-based conclusions about the disorder. Neurosci Biobehav Rev. 2021 Sep;128:789-818. doi: 10.1016/j.neubiorev.2021.01.022. Epub 2021 Feb 4. PMID: 33549739; PMCID: PMC8328933.

 García, S. B., & Ortiz, A. A. (2013). Intersectionality as a framework for transformative research in special education. Multiple Voices for Ethnically Diverse Exceptional Learners, 13(2), 32-47.

Sedgwick-Müller, J.A., Müller-Sedgwick, U., Adamou, M. et al. University students with attention deficit hyperactivity disorder (ADHD): a consensus statement from the UK Adult ADHD Network (UKAAN). BMC Psychiatry 22, 292 (2022).

r/ADHDUK

Slee, R. (2013). Meeting some challenges of inclusive education in an age of exclusion. Asian Journal of Inclusive Education, 1(2), 3-17.