Educators and leadership members’ experiences of students with a profile with ADHD

Abstract

When a child has Attention Deficit Hyperactivity Disorder (ADHD), their behaviour often differs from that of other children their age (American Psychiatric Association, 2022). These differences can range from disruptive behaviours to learning deficiencies, impacting not only the child with ADHD but also those around them. Many children with ADHD struggle in school because they do not receive the necessary support. Until the late 1960s, ADHD was not formally recognised as a distinct medical condition. However, today, children with ADHD are entitled to regular education with additional assistance if needed (American Psychiatric Association, 2022). Furthermore, according to Maltese statistics (Camilleri etl., 2017), ADHD has become increasingly recognised as the most common health disorder over the span of seventeen years. However, there remains a need for greater awareness worldwide, particularly among educators in our schools. Since children spend a significant amount of time at school interacting with their teachers, educators must be equipped with knowledge about ADHD. Teachers play a pivotal role in implementing various strategies in the classroom to support children with ADHD. This includes planning and accommodating for their needs. The strategic plan involves the class teacher taking responsibility for the teaching and learning of the child and guiding the Learning Support Educator (LSE) in making necessary adaptations. Therefore, teachers who are aware of ADHD can develop effective teaching, learning, and behaviour management strategies tailored to their student's needs (Geng, 2011). This study examines the experiences of state primary school teachers, LSEs, an assistant head, and an Inclusive Education Coordinator (INCO) in teaching students with ADHD profiles. A sample consisting of four teachers, two LSEs, one assistant head and an INCO from a primary state school in Malta participated in semi-structured in-depth interviews. These interviews explored their awareness of ADHD, knowledge about behaviour management, teaching strategies for children with ADHD, and the importance of establishing relationships with professionals. The study also examines any differences related to the various roles and experiences.