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A ��֦��Ƶ graduate student is studying how parent-teacher relationships may support the well-being of children living with ADHD. Carlie Unrau, a second-year master’s student in the s School and Applied Child Psychology program, is conducting research in Dr. Emma Climie’s lab, where there is an emphasis on strengths-based approaches.

Unrau’s interest in working with the ADHD population came from her previous work experience, before she started her master's. “I worked in an after-school care and a clinical setting where I got to interact with kiddos with ADHD. I really did see the additional challenges they face compared to their neurotypical peers,” she says. “When I saw Dr. Climie’s research and the focus on strengths-based approaches, it stood out for me. So much ADHD research is focused on the negative aspects and difficulties, and less on how we support this population and focus on their well-being and their strengths.”

Using a dataset from a national survey drawn from caregivers across Canada, her thesis looks at parent-teacher relationships, specifically the quality of these relationships and how much trust parents have with their child’s teacher.

Unrau says for many families of children with ADHD, communication with teachers is often prompted by conflict or behavioural concerns. Yet, simple day-to-day interaction, such as check-ins at drop-off and pick-up, can create opportunities to build trust and align expectations. “Strengthening these relationships isn’t going to dramatically change well-being on its own,” she says. “But it’s one more tool in the tool box that can support students who are at higher risk for lower well-being.”

Strengths-based approaches are essential because they shift the focus from what children with ADHD struggle with to what they are capable of. “When we recognize their abilities, resilience and unique perspectives, we open the door to more meaningful support and healthier school and family relationships,” says Climie, MSc'08, PhD'12, associate professor in the Werklund School and Unrau’s supervisor. “Graduate students like Carlie play a vital role in advancing this work. They bring curiosity, compassion and fresh insight to every project, and their commitment helps create a collaborative lab environment where innovative, strengths-focused research can thrive.”

Unrau is excited at the impact this work will have down the line. “The literature in this area is still emerging. It’s exciting to contribute to something new.,” she says. “At the end of the day, parents want what’s best for their child, and teachers want what’s best for the child.”