This paper explores the Lay Theories of ADHD of stakeholders (teacher, parent and student) in an Irish context. Academic theories of difference have and continue to evolve, moving from medicalisation, through more socially oriented ideas, to more current trend around neurodivergence. However, inclusion as a process is socially negotiated within…

Self-regulation is a multidimensional set of skills critical for providing students the foundation for goal-based, self-controlled behavior. These skills are a predictor of students' academic success and behavioral, social, and emotional well-being. A wealth of research has been dedicated to implementation of evidence-based interventions targeting…

Adults with ADHD face multiple challenges, some occupational. While many experienced numerous difficulties as pupils, some chose to train as teachers. Antonovsky's salutogenic model argues that developing a stronger sense of coherence (SOC) may help these teachers to better cope with ADHD's challenges. This study uses grounded theory to explore…

This qualitative phenomenological inquiry addressed the research problem of teachers' unfamiliarity with attention-deficit/hyperactivity disorder (ADHD) and its impact on students' educational opportunities. The purpose of this study was to investigate the perceptions of selected middle school teachers in East Texas regarding their training to…

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…

The purpose of this multiple case study was to describe how music educators with ADHD believed that their condition shaped their approach to teaching music in secondary ensemble settings. One band, one orchestra, and one choir teacher participated in interviews, observations, and reflective journaling to share their perspectives on how they…

Discrepancies between teacher and parent reports of children's externalizing behaviors are well documented. However, less research has examined the associations these different ratings have with objective indicators of functioning in other domains. The goal of this study was to compare the strength of association of parent and teacher reports of…

Attention deficient hyperactivity disorder (ADHD) is the most common childhood neurodevelopment disorder, and severe digital game use has recently shown significant promise in this psychotherapeutic area. Digital serious games have also been used as an innovative teaching and learning approach. This study aimed to explore middle school teachers'…

Purpose: Only a few studies examined the longitudinal pattern of parent-teacher reports on autism severity and comorbidities in autism spectrum disorder (ASD) and yielded conflicting results. The study's aims were to compare parents and teachers' perception of autism, attention deficit hyperactivity disorder (ADHD) and anxiety symptoms severity in…

Symptoms of inattention (IA), hyperactivity, and impulsivity present in school-aged children are important indications of developmental problems. The assessment of these symptoms largely relies on questionnaires completed by parents, teachers, and the children themselves. However, inherent perceptual biases may lead to inaccuracies in these…

Limited qualitative research has examined teachers' understanding of Attention Deficit/Hyperactivity Disorder (ADHD), their attitudes towards the inclusion of children with ADHD in mainstream schools and how they support such learners. To address this, the current study used qualitative methodology to examine teachers' understanding of ADHD, their…

In April 2024, the author conducted a research study using an online survey in which Montessori Elementary teachers anonymously recorded their perspectives on the alignment of Montessori philosophy, methods, and the prepared environment with the inclusion of students with attention deficit hyperactivity disorder (ADHD). The thoughts and ideas…

Purpose: The purpose of this study is to understand how faculty members perceive learning needs of the attention-deficit hyperactive disorder (ADHD) student, as they acclimated to and performed within the higher education settings. Design/methodology/approach: A phenomenological design was used to explore the faculty perceptions of ADHD college…

The current study observed the presence of implicit bias toward students with Attention-Deficit/Hyperactivity Disorder (ADHD) in the classroom and the influential role of teacher self-efficacy. Teachers report a lack of readiness to work with students with diverse learning needs. Students with alternative learning needs, such as those with ADHD,…

This article presents findings from a mixed methods study which explored the perspectives and experiences of post-primary teachers in Ireland regarding students with Attention Deficit Hyperactivity Disorder (ADHD). Using an anonymous online questionnaire (n = 239) and semi-structured interviews (n = 8), this research examined teachers' views and…