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Exploring the Unmet Needs of Teachers of Young Children with ADHD Symptoms: A Qualitative Study

Aldabbagh, Reem; Daley, David; Sayal, Kapil; Glazebrook, Cris

Exploring the Unmet Needs of Teachers of Young Children with ADHD Symptoms: A Qualitative Study Thumbnail


Authors

Reem Aldabbagh

David Daley

KAPIL SAYAL kapil.sayal@nottingham.ac.uk
Professor of Child and Adolescent Psychiatry

Cris Glazebrook



Contributors

Francisco Manuel Morales Rodríguez
Editor

Juan Pedro Martínez-Ramón
Editor

Abstract

Background/Objectives: Children with Attention and Hyperactivity Deficit Disorder (ADHD) and those at risk of ADHD typically exhibit challenging behaviours that may disrupt the classroom environment and be frustrating for teachers. This study aimed to explore teachers’ experiences and emotions regarding teaching children with high levels of ADHD symptoms and their perceptions of what might help to meet their unmet support needs. Methods: Semi-structured interviews were conducted with 17 primary educational practitioners for children aged between four and eight years in the UK. Interview scripts were analysed using reflexive thematic analysis. Six main themes and 8 subthemes were developed. These included: (1) ADHD behaviours can disrupt the learning environment; (2) teachers face practical demands on their expertise and particular skills; (3) managing ADHD behaviours can be overwhelming for teachers; (4) teachers and children may treat children with ADHD negatively, which can impact on children’s emotions and lead to labelling; (5) existing support for teachers is limited; and (6) teachers need more specific training about ADHD. Results: The analysis revealed that teachers working with children with externalising behaviours such as ADHD can feel overwhelmed. Conclusions: The findings from this study suggest that teachers require more training in managing externalising behaviour in the classroom.

Citation

Aldabbagh, R., Daley, D., Sayal, K., & Glazebrook, C. (2024). Exploring the Unmet Needs of Teachers of Young Children with ADHD Symptoms: A Qualitative Study. Children, 11(9), Article 1053. https://doi.org/10.3390/children11091053

Journal Article Type Article
Acceptance Date Aug 25, 2024
Online Publication Date Aug 28, 2024
Publication Date 2024-09
Deposit Date Sep 6, 2024
Publicly Available Date Sep 6, 2024
Journal Children
Electronic ISSN 2227-9067
Publisher MDPI
Peer Reviewed Peer Reviewed
Volume 11
Issue 9
Article Number 1053
DOI https://doi.org/10.3390/children11091053
Keywords teachers; children; ADHD; training; themes; support; primary school
Public URL https://nottingham-repository.worktribe.com/output/38913935
Publisher URL https://www.mdpi.com/2227-9067/11/9/1053