Managing Attention DeficitHyperactivity Disorder in the Inclusive Classroom. Practical Strategies for teachers. By John Alban-Metcalfe and Juliette Alban-Metcalfe. David Fulton pound;13

Attention DeficitHyperactivity Disorder Recognition, Reality and Resolution By G D KewleyDavid Fulton pound;14 Ten years ago, most people had never heard of attention deficit hyperactivity disorder. Today, almost every school has pupils identified with ADHD, many on medication. In Britain, there has been an extraordinary increase in the use of prescribed drugs for ADHD.

These three books are typical of most publications, here and in the United States, which take an unproblematic view of this condition. The first two are for teachers, whereas Kewley addresses a wider audience including parents and other professionals. They all take the line: “Here it is, it exists, we’re letting the children down by not recognising it more and not using medication.”

Starting with an account of the condition and how it can be recognised, they move on to discuss what can be done about it, the use of medication and multimodal approaches to the management of ADHD. None considers any of the more critical perspectives. Kewley, in particular, is dismissive of what he calls the myths and misinformation of critics.

These enthusiastic proponents do not consider why the diagnosis should have become so prominent and how this may relate to recent aspects of educational and social change or how prescription practices reflect marketing by pharmaceutical companies. Kewley makes frequent mention of other substance abuse by those with ADHD, but does not refer to the criticisms of the use of drugs such as methylphenidate (often prescribed as Ritalin).

Although there is much research evidence in the US of the short-term efficacy of methylphenidate, we lack long-term studies. These books fail to discuss the validity of importing not only a concept developed in a particular cultural context, but applying the research findings to different populations.

The recommendations for school and classroom practice are sensible, but could equally apply to pupils with other learning or social, emotional or behaviour difficulties. The Alban-Metcalfes, for example, identify the key areas of academic attainment, interpersonal relations and self-esteem, outlining principles of good practice such as a “positive atmosphere” and recognising “individual differences”. These are worthwhile, but not particular to pupils with ADHD.

I hope teachers anxious to do their best will recognise that there are no magic answers and the approaches successful teachers already use to meet diverse educational needs also make sense for pupils diagnosed with ADHD.

Gwynedd Lloyd

Gwynedd Lloyd is a seniorlecturer in the Faculty of Education, University of Edinburgh