Understanding the school experience of primary pupils with ADHD in France: insights from a photovoice-inspired participatory photography workshop

Two decades after the introduction of inclusive education policies in France, progress is evident, yet pupils’ day-to-day school experiences remain uneven. This qualitative study analyses how 15 primary school pupils with ADHD, in dyad with a classmate of their choice, make sense of school through a photovoice-inspired participatory photo-elicitation workshop. An inductive thematic analysis of photographs and dialogues highlighted an ambivalent experience. School was valued as a space for socialisation, emotional regulation and belonging, particularly through non-academic and collective projects. By contrast, classroom work was frequently associated with boredom and slowness. Experiences of authority were ambiguous: between perceived legitimacy and unfairness. The findings suggest that ‘things are getting better’ in terms of access, recognition, and some collective dynamics, but that everyday learning accessibility and pupils’ participation in decisions shaping accommodations, could progress more. We discuss implications for universal design for learning, pupils’ participation, and professional development focused on educational accessibility.