Public Awareness and Perception of Autism and ADHD in the Polish Educational System

Purpose: This article investigates public awareness and knowledge regarding ADHD and Autism, along with the phenomenon of discrimination within school environments, addressing both social and legal dimensions. Design/Methodology/Approach: The research was conducted in elementary schools in Szczecin, where children with these conditions often face marginalization in school settings and beyond, frequently being stigmatized as problem children or ill-mannered. Utilizing a survey questionnaire, the study seeks to shed light on the level of knowledge surrounding these disorders and promotes deeper reflection on their impact on affected children. Findings: The findings underscore the pressing need for heightened awareness and understanding concerning ADHD and Autism among parents, teachers, and children by illuminating the challenges encountered by individuals with these conditions. Practical Implications: The study encompasses various aspects, including the identification of challenges related to understanding the functioning of children affected by Autism or ADHD, the process of diagnosis, and access to psychological, educational, and medical support. It also examines the roles of institutions and families, attitudes towards these children within and outside of school, and the importance of respecting the rights of children with Autism and ADHD. Originality/value: The study advocates for comprehensive support systems within school environments and beyond, crucial for addressing discrimination and promoting inclusivity, thereby facilitating affected children's holistic development and well-being.