Date
9-17-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Holly Eimer
Keywords
parent perceptions, attention deficit hyperactivity disorder, behaviorism, bioecological, Section 504 Plan, Individualized Education Program/Plan, high school outcomes, transitional readiness
Disciplines
Education | Psychology
Recommended Citation
Kling, Whitney Rae Bowden, "A Hermeneutic Phenomenological Exploration of Educational Support Model Accessibility and Parent-Perceived Connections to High School Outcomes for Students with ADHD in Georgia" (2026). Doctoral Dissertations and Projects. 8918.
https://digitalcommons.liberty.edu/doctoral/8918
Abstract
The purpose of this qualitative hermeneutic phenomenological study was to explore the lived experiences of parents of students diagnosed with attention-deficit/hyperactivity disorder (ADHD) who attended public schools in Georgia, a southeastern state of the United States of America (USA), with a particular focus on how parents perceived the influence of access to, or denial of, Section 504 Plans and Individualized Education Programs (IEPs) on their children's high school outcomes. The study was informed by the theoretical principles of behaviorism and Bronfenbrenner's bioecological process-person-context-time (PPCT) model to examine how access to individualized educational supports within the school microsystem influenced educational outcomes for students with ADHD. The study addressed the following central research question: How did parents perceive that access to or denial of eligibility for Section 504 Plans and IEPs influenced their children's graduation status, postsecondary education and career preparedness, and independent living outcomes within Georgia public school systems? Participants were recruited through purposive sampling methods, using social media groups serving parents of children with ADHD. Data were collected through demographic/contextual surveys, semi-structured individual interviews, and responses to reflective journal prompts. Methodological triangulation and thematic analysis (TA) were employed to enhance the credibility, dependability, and trustworthiness of the findings. The findings illustrate how executive functioning deficits and variability in access to support interact to shape students’ educational experiences and long-term outcomes.
