The purpose of this study was to investigate how well adjusted the support is for young
people that have been diagnosed with ADHD, while attending the gymnasium. Analysis
and result are based on a sociocultural perspective and have their take-off in literaturestudies
and qualitative interviews with two students with the diagnosis and one special
needs teacher. The interviews were based on themes that had their starting point in school
policy documents and related literature. The interviews were semi-structured with the
aim of letting the interviewees speak as freely as possible. One of the themes included the
individual strategies developed by the interviewees, such as using mobile-apps to help
structure and plan for everyday life.
Results show that the available support is not well adapted and that how great impact the
ADHD-diagnosis has on how well the person do in school is greatly affected by in what
social context and what kind of support he or she has outside of school, for example by
family. The study shows that there is great need for further research and development
within the research area.