Newsroom
More than ten thousand students were directed to educational psychologists during the 2023–24 academic year, according to new figures released by the Cyprus ADHD Association. The number marks a notable rise from the roughly 9,300 referrals recorded the previous year and points to a steadily increasing need for psychological and learning support across the school system.
The Association notes that this rise reflects not only the growing difficulties faced by students but also greater awareness among teachers and school staff, who are identifying problems earlier and seeking professional guidance more often.
Even so, Cyprus remains far behind many European countries when it comes to staffing. The current ratio, one educational psychologist for every 1,850 students, is described as severely inadequate. In various education systems abroad, schools employ a full-time psychologist on site, enabling faster assessment and tailored interventions. The Association argues that such a model would significantly strengthen support for children in Cyprus as well.
While acknowledging the government’s recent decision to expand the number of psychologist posts, the Association stresses that the increase is insufficient because the number of students seeking help continues to climb.
Another key concern involves the frequent rejection by District Committees of psychologists’ recommendations, particularly requests for reasonable accommodations like modified tests. Although these accommodations are designed to ensure fair access to learning and assessment, only 15–20 students nationwide currently receive adapted exam papers. According to the Association, this results in unequal treatment, even among students with disabilities, and undermines the assistance they are entitled to.
The Cyprus ADHD Association is calling on the Ministry of Education and other authorities to take immediate corrective steps. Their proposals include:
- substantially increasing the number of educational psychologists,
- ensuring that specialists’ recommendations are implemented without bureaucratic delays,
- strengthening support services for students with ADHD and other learning or emotional challenges,
- moving toward a “one psychologist per school” model with a clear timeline, and
- establishing school-based mental-health programs focused on prevention.
The Association stressed that the mental well-being of children should be viewed as a fundamental requirement for a fair and inclusive school environment, and it reaffirmed its commitment to advocating for an education system that supports every student.
