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Teachers' Perspectives on Strategies to Support Academic Performance, Behaviour, and Self-Regulation of Pupils with a Diagnosis of ADHD in Irish Mainstream Primary Classrooms
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Dissertation
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2024
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Abstract
This study investigated teacher strategies for supporting pupils with Attention Deficit Hyperactivity Disorder (ADHD) in Irish mainstream primary classrooms. Adopting an interpretivist paradigm and qualitative methodology, the study involved semi-structured interviews with mainstream primary teachers (n=5). Findings reveal diverse strategies for enhancing academic performance, behaviour management, and self-regulation, with tailored approaches proving the most effective. Significant challenges, including policy gaps, insufficient training, and inadequate support systems, were highlighted. Teachers expressed clear frustration over the lack of ADHD-specific guidance. Recommendations include developing ADHD-specific policies and comprehensive training programs in pre-service and ongoing education to better support pupils with ADHD.
Keywords
Attention Deficit Hyperactivity Disorder, ADHD, primary classrooms, primary teachers