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Do teachers in main stream secondary schools meet the needs of children with ADHD?

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Teachers in mainstream secondary schools often struggle to adequately support children with ADHD. Research indicates that teachers feel ill-equipped due to limited understanding of ADHD, leading to challenges in managing ADHD-related behaviors. Studies highlight gaps in teacher knowledge and training, impacting their ability to effectively support students with ADHD. Furthermore, teachers' attitudes and experiences influence their views on including students with ADHD in general classes. It is crucial for teachers to receive professional development focusing on strategies to support learners with ADHD within mainstream classrooms. Addressing teacher factors, such as knowledge and experience, alongside interventions may enhance support for students with ADHD in mainstream secondary schools.

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Open access•Journal Article•DOI Investigation of the Feelings, Attitudes and Concerns of Special and General Education Teachers regarding the Inclusive Education of Students with ADHD Triantafillia Politou 01 Jan 2022-OAlib	Special Education teachers show more positive attitudes towards inclusive education of students with ADHD compared to General Education teachers, who express concerns due to lack of training and information.
Journal Article•DOI Teacher characteristics and ADHD intervention outcomes in schools Elissa Monteiro, Ashley Donham, Melissa Klaib - Show less +2 more 29 Jun 2022-Educational Research	Not addressed in the paper.
Open access•Journal Article•DOI School staff perspectives on ADHD and training: understanding the needs and views of UK primary staff Rebecca J. Ward, Hanna Kovshoff, Jana Kreppner - Show less +2 more 03 Jul 2021-Emotional and Behavioural Difficulties 4 Citations	Not addressed in the paper.
Open access•Journal Article•DOI Teachers' experiences of supporting learners with attention-deficit hyperactivity disorder: Lessons for professional development of teachers Veronica Melody Dwarika, Simone Braude - Show less +1 more 09 Dec 2020-South African Journal of Childhood Education 4 Citations	Teachers in mainstream schools may have limited understanding of ADHD, highlighting the need for professional development to better support learners with ADHD effectively.
Open access•Journal Article•DOI Neurodivergence: ADHD 30 Mar 2023-Inquiry@Queen's Undergraduate Research Conference proceedings	Teachers in mainstream secondary schools can support children with ADHD by identifying symptoms early, implementing intervention strategies, fostering communication, and promoting student accountability for long-term success.

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Is there any research about students with ADHD?5 answersResearch has been conducted on students with ADHD. One study analyzed the actions of support for university students with ADHD and found that universities offer accommodations such as exam adjustments, tutoring, and online courses tailored to ADHD students. Another study focused on remote learning during the Covid-19 pandemic and found that learning from recorded lectures gave students with ADHD a sense of control over their learning. A qualitative study interviewed students with ADHD and found that early diagnosis, support systems, and balancing internal and external motivation were important factors for academic success. A research paper explored the use of video games as therapy for children with ADHD and found that visual instruction improved their scores. Additionally, research has examined teachers' opinions on the inclusion of students with ADHD in general schools, with special education teachers showing more positive attitudes compared to general education teachers.

What are effective classroom management strategies for students with ADHD?4 answersEffective classroom management strategies for students with ADHD include the use of strategies such as breaks, prompting, sensory proprioception, and self-management. These strategies aim to improve engagement, reduce disruptive behavior, and help students initiate tasks. Research suggests that teaching students skills through self-management strategies may be more effective than simply removing the impact of ADHD on performance. Evidence-based classroom management strategies (CMS) have been found to alleviate school-related difficulties for students with ADHD. These strategies include perceived effectiveness, training on ADHD, perceived disruption, and affiliation with primary/special educational needs schools. Addressing executive function deficits and working on skills like attention, working memory, response inhibition, goal setting, planning, problem-solving, and organization are important in managing ADHD in the classroom. Teachers' attitudes towards CMS, attitude towards students with ADHD, strain, perceived behavioral control, and affiliation with primary or special needs schools are important variables in the intention to apply CMS. However, there is a discrepancy between evidence-based effectiveness and teachers' reported frequency of use and perceived effectiveness of CMS for students with ADHD symptoms.

How does classroom design influence the learning outcomes of primary school ADHD students?4 answersClassroom design can influence the learning outcomes of primary school students with ADHD. Teachers need to accommodate their classroom designs to meet the special requirements of students with ADHD. Creating a positive peer climate in the classroom is important for all students, but particularly for those with ADHD symptoms who are often poorly regarded by their classmates. The use of teacher strategies to encourage students' increased liking and decreased disliking of one another can lead to better sociometric ratings for children with ADHD. Additionally, providing classroom-specific strategies and support for challenges faced by students with ADHD can contribute to their academic success. Teachers' guidance and support in helping children with ADHD to succeed in the classroom can lead to more positive behavioral and academic outcomes. Overall, classroom design and teacher interventions play a crucial role in supporting the learning outcomes of primary school students with ADHD.

Can you suggest effective teacher interventions for high school students with ADHD supported by the scientific literature?5 answersEffective teacher interventions for high school students with ADHD, supported by the scientific literature, include the use of recommended ADHD interventions, satisfaction with professional support, early identification of ADHD symptoms, and practical interventions tailored to the strengths of ADHD students. Teachers who use recommended ADHD interventions have been found to have greater personal achievement and well-being. Greater satisfaction with professional support is associated with lower emotional exhaustion and depersonalization, as well as higher personal achievement. Early identification of ADHD symptoms allows teachers to work with students to introduce appropriate intervention strategies and develop necessary skills for self-advocacy. Practical interventions tailored to the strengths of ADHD students, such as parenting style, close friendships, and practical interventions by teachers and parents, have been found to support effective functioning and inclusion of ADHD students at school. These interventions can help improve academic performance and relationships for high school students with ADHD.

What are the challenges faced by teachers dealing with students with ADHD?5 answersTeachers dealing with students with ADHD face several challenges. These challenges include managing problem behavior exhibited by students with ADHD. Engaging these students in classroom activities and fostering their participation in the classroom community can also be difficult. Collaboration with other teachers, education support professionals, and parents is another challenge faced by teachers in ensuring inclusive education for students with ADHD. Additionally, teachers need to be aware of the specific needs and accommodations required by students with ADHD, such as the use of reward systems, self-monitoring, and specific classroom seat arrangements. They also need to consider the use of medication, such as methylphenidate (Ritalin), which has been shown to improve behavior and academic performance in students with ADHD. Overall, teachers need to adopt a multi-modal approach, combining various strategies and working closely with students, parents, and other professionals to effectively teach students with ADHD.

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