Providers of ADHD Care for Children: Factors Associated With Coordination of ADHD Services With Schools

Abstract

Objective:

Coordination between healthcare providers and schools may improve ADHD diagnosis and treatment but is often insufficient. This descriptive survey study examined factors associated with provider coordination with schools.

Method:

Data were from child-serving U.S. primary care providers who completed the Porter Novelli Fall 2023 DocStyles ADHD survey module (n = 1,047); grouped into three levels of school coordination: (1) no school communication; (2) use school information without direct coordination; or (3) school intervention coordination. Level of coordination was compared by provider and practice characteristics, barriers to diagnosis and treatment, and training needs.

Result:

Among providers, 20.5% offered no school communication, 55.8% used school information without direct coordination, and 23.7% offered school intervention coordination. Pediatricians least often reported no school communication; nurse practitioners most often reported school intervention coordination. Multiple factors were significantly associated with level of school coordination (p < .046–.001). Barriers to ADHD care such as provider lack of knowledge and training needs, and family resistance to evaluation, worries about stigma, and treatment access were most common among providers offering school intervention coordination. Provider lack of comfort with ADHD evaluation and inadequate training post-degree was most common for providers offering no communication; providers who used school information most often reported not needing more ADHD training.

Conclusion:

Findings highlight opportunities to improve school coordination by addressing barriers to ADHD care. Efforts to increase training and reduce barriers may benefit from differentiation between providers who need foundational knowledge about ADHD care and those who offer school coordination and seek advanced training and support.