Attention Deficit Hyperactivity Disorder (ADHD) is a common neurodevelopmental condition, yet it was only within the last decade in Ireland that ADHD transitioned from being relatively unknown, to being the most frequent reason why Irish children attend mental health services (Carr-Fanning & Mc Guckin, 2018). However, those affected by ADHD often experience difficulties relating to the recognition of their condition, along with scepticism, stigma, and misdiagnosis (Adamis et al., 2019; Carr-Fanning & McGuckin, 2018). Furthermore, understanding and acceptance of the condition varies greatly among medical professionals and teachers alike, whose knowledge of ADHD generally may be very limited (Gavin & Mc Nicholas, 2018). 

Additionally, numerous gaps exist within the Irish body of research on ADHD (Lynch, 2016). Most studies are situated in the field of clinical psychology where quantitative methods of enquiry predominate (see: Adamis et al., 2023; O’Connor & McNicholas, 2020), while mixed and qualitative methods are underutilised. The same is true of international literature where quantitative surveys appear to be the preferred method for researching ADHD (Ewe, 2019). Few studies of ADHD have been conducted within the Irish educational context, and extant research has largely focused on primary education (see: Nolan et al., 2022), leaving a conspicuous dearth of ADHD enquiry among diagnosed adolescents (see: Lynch & Davison, 2022) and post-primary teachers in Ireland. Previous research with these populations has typically considered ADHD in conjunction with other additional needs (Barnes-Holmes et al., 2013), or through the perspectives of non-affected peers and the parents of diagnosed young adults (see: O’Driscoll et al., 2015). 

This paper therefore aims to explore the perspectives and experiences of post-primary teachers in Irish schools regarding students with ADHD. The rationale for this research not only stems from the gaps in Irish ADHD literature, but also from the fact that students with ADHD commonly experience poorer relationships with their teachers (Zendarski et al., 2020), and students with ADHD often feel less close to their teachers than other students (Ewe, 2019). However, strong student-teacher relationships can positively impact school engagement and improve academic outcomes (Valdebenito et al., 2022), while reducing behavioural issues. Therefore, by understanding post-primary teachers’ perspectives and experiences of students with ADHD, the insights gained could potentially improve the quality of teachers’ relationships with these students, which may subsequently result in more positive educational outcomes for adolescents affected by ADHD. 

This research examined the perspectives and experiences of Irish post-primary teachers regarding students diagnosed with ADHD and received university-level ethical approval. The study utilised a parallel mixed-methods research (MMR) design and was situated in the Interpretivist paradigm. Although a large portion of previous MMR is situated within positivist perspectives, there is a growing body of MMR research similarly situated in paradigms like Interpretivism, which is more traditionally associated with qualitative research (see: McChesney & Aldridge, 2019). The methodology consisted of an anonymous self-administered online questionnaire (n=239) to Irish post-primary teachers, containing both open and closed questions, and an optional semi-structured interview. Eight teachers agreed to participate in a follow-up interview. Interviews are rarely utilised in Irish research on ADHD and this facilitated a deeper exploration of teachers’ perspectives and experiences of students with ADHD. These instruments were developed by the authors of this paper and explored teachers’ views and opinions of ADHD, its impact in the classroom, and their experiences of diagnosed students. The instruments were piloted with post-primary teachers prior to use. Semi-structured interview data was analysed according to the thematic approach advocated by Braun and Clarke which included modifications based on Grounded Theory (Charmaz, 2014). Each interview was transcribed verbatim, and pseudonyms were employed. Each transcript was coded line-by-line using gerunds, and memos were taken to record insights and observations while highlighting possible emerging patterns and connections between interviews (Charmaz, 2014). Codes were then sorted and grouped into a spreadsheet, and data from the interviews and questionnaire were extracted to illustrate the level of support for each emerging theme and subtheme. The strongest themes and subthemes were identified and then each underwent a process of refinement including visual mapping and final write-up. A total of 4 themes were developed, two of which are presented in this paper.

Teachers reported that students with ADHD presented numerous challenges in the classroom which had a negative impact on teaching and learning, and they felt professionally ill-equipped to properly support their students. Although some participants identified positive elements related to teaching students with ADHD, most perceived these students as negatively impacting teaching and learning, both for themselves and for other students. Teachers reported that students with ADHD were challenging to manage and often described them as “bold” (misbehaving). Some also opined that students with ADHD use their diagnosis as an excuse for non-compliance and underperformance in the classroom. Teachers reported their initial teacher education did not prepare them for supporting students with ADHD, although more favourable opinions were expressed regarding the efficacy of continuing professional development in this regard. We posit that the negative perceptions of students with ADHD reported in this study largely stem from systemic issues within the Irish educational system, and a lack of knowledge and understanding of ADHD among practitioners. We argue there are multiple tensions and contradictions at play within the Irish educational system which may be impacting both teachers’ perspectives of students with ADHD and the inclusion of these students in the larger post-primary context. We believe that the concerns raised in this research will necessitate a collaborative and systems approach of diverse education stakeholders to effectively address educational inequities.

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