Abstract
Attention Deficit Hyperactivity Disorder affects up to nine percent of children in the United States (DuPaul et. al, 2014; Ralph et. al, 2001; Spencer, 2007; Wedge, 2016). Furthermore, 25% of children will also be exposed to Adverse Childhood Experiences (ACEs). Exposure to ACEs is strongly correlated with negative short-term and long-term effects on a child’s cognitive, physical and mental health, and social-emotional development. Oftentimes these experiences create a neurological shift in children and result in symptoms that align with the criteria for ADHD. As. well as. Complex Trauma. (PTSD- Type II). Many children are first identified with these symptoms and needs when they enter school. Schools are a significant entry point for bridging students and families with referral to services. Previous research suggests that schools approach the diagnosing and treatment of ADHD and Complex Trauma through effective multidisciplinary teams, positive school climate, resources to families, and social-emotional small group and individual interventions. This study sought to identify the perceptions of school social workers and teachers in metropolitan elementary schools regarding the diagnosis and treatment of both Attention Deficit Hyperactivity Disorder and Complex Trauma. Data was gathered by means of a recorded qualitative interview of five elementary school teachers and five elementary school social workers. The recorded interviews were then transcribed and coded through content analysis for top themes. The following themes were derived from the participant interviews: the importance and helpfulness of training, accommodating children with ADHD and Complex Trauma. (PTSD--Type II), roles and responsibilities, and the importance of a positive school climate.