Understanding and supporting Attention Deficit Hyperactivity Disorder (ADHD) in the primary school classroom: Perspectives of children with ADHD and their teachers

Emily McDougal*, Claire Tai, Tracy M. Stewart, Josephine N. Booth, Sinead M. Rhodes

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Children with Attention Deficit Hyperactivity Disorder (ADHD) are more at risk for academic underachievement compared to their typically developing peers. Understanding their greatest strengths and challenges at school, and how these can be supported, is vital in order to develop focused classroom interventions. Ten primary school pupils with ADHD (aged 7-11 years) and their teachers (N=6) took part in semi-structured interviews that focused on 1) ADHD knowledge, 2) the child’s strengths and challenges at school, and 3) strategies in place to support challenges. Thematic analysis was used to analyse the interview transcripts and three key themes were identified; classroom-general versus individual-specific strategies, heterogeneity of strategies, and the role of peers. Implications relating to educational practice and future research are discussed.
Original languageEnglish
JournalJournal of Autism and Developmental Disorders
Early online date1 Jul 2022
DOIs
Publication statusE-pub ahead of print - 1 Jul 2022

Keywords

  • ADHD
  • child and teacher interviews
  • strengths and difficulties
  • learning strategies

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