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Navigating ADHD in Belgian Elementary Schools: Teacher Insights and Intervention Gaps
Laura Michiels1, Jonathan Michiels2, David De Coninck3
1Faculty of Medicine, KU Leuven, Leuven, Belgium.
Child: Care, Health and Development
|April 3, 2025
Summary
Teachers report that attention-deficit/hyperactivity disorder (ADHD) impacts classroom dynamics. They feel inadequately trained to support pupils with ADHD, emphasizing a need for better resources and training in classroom interventions.
Area of Science:
- Educational Psychology
- Neurodevelopmental Disorders
Background:
- Classroom behavior of pupils with ADHD influences the learning environment for all.
- Limited research exists on teachers' views and effective strategies for supporting pupils with ADHD.
Purpose of the Study:
- To explore elementary school teachers' perspectives on the impact of ADHD on the classroom.
- To identify effective classroom interventions for supporting pupils with ADHD from teachers' viewpoints.
Main Methods:
- Five semistructured focus group discussions were conducted.
- 22 elementary school teachers from Flanders, Belgium, participated.
- Data analysis involved two independent researchers.
Main Results:
- ADHD behaviors significantly shape the learning climate and peer relations.
- Teachers perceive a lack of adequate training to manage ADHD behaviors.
- Interventions are viewed at both individual and class levels, but implementation is challenged by low awareness of resources like the ADHD toolkit.
Conclusions:
- Positive ADHD characteristics were observed, differing from prior studies.
- Teachers expressed mixed views on medication and highlighted the need for peer education.
- A significant gap in teacher training regarding ADHD interventions necessitates accessible tools and improved knowledge dissemination.
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