Improving access to forensic psychology education and training for learners with Attention Deficit Hyperactivity Disorder (ADHD)

Abstract

Neurodiversity within education and the workplace has sparked interest as part of the wider Equality, Diversity and Inclusion (EDI) movement. Attention Deficit Hyperactivity Disorder (ADHD) is one aspect of neurodiversity, traits of which can feature as both barriers and strengths within education and training. Current support for learners with ADHD from institutions varies and is often limited. The purpose of this paper will be to re-dress the attendance to deficits in ADHD and to consider some of the strengths that people with ADHD may bring, and specifically how these may apply to forensic psychology. This paper will also consider how the UK training route for forensic psychology provides barriers and opportunities for people with ADHD and make suggestions for ways in which education, training and supervision could be improved to attract and retain a population of learners who could bring value to the profession.