Initial vocational training is very different for adolescents with ADHD problems. For work integration, the question arises as to what support services can be of help to those affected so that they can successfully complete their education at upper secondary level. By means of interviews and an extension of the ADHD diagnostics with so-called biomarkers, it is examined whether conclusions can be drawn in advance on a promising setting.
A comparison between the results of the survey on the current training situation as well as social factors and the research results of the Brain and Trauma Foundation Graubünden reveals significant significance with sometimes clear p-values and allows conclusions to be drawn regarding possible conditions of success.
It is noticeable that there are fewer abortions due to a therapeutic accompaniment during compulsory schooling and a delayed start of training. In addition, the family setting plays a crucial role in the success.
If it is possible to use diagnostics in a targeted manner and to draw the right conclusions from this, it can be assumed that people affected by ADHD can become more successful in working and working life. In addition, it also needs suitable training places and education and support for the vocational training.