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Understanding the Relationship Between Early Elementary Children's ADHD Symptoms and Teachers' Needs Supportive
Melissa Kang1, Anne-Claude V Bédard1, Angela Pyle1
1University of Toronto, ON, Canada.
Journal of Attention Disorders
|April 15, 2026
Summary
Children with ADHD symptoms may receive more autonomy support from teachers, but less structure. Understanding this link is crucial for supporting young students with attention-deficit/hyperactivity disorder (ADHD) and their academic motivation.
Area of Science:
- Child Psychology
- Educational Psychology
- Developmental Neuroscience
Background:
- Children with Attention-Deficit/Hyperactivity Disorder (ADHD) often face academic motivation challenges in early elementary school.
- Teachers' Needs' Supportive Practices (NSPs), including autonomy support, structure, and positive relationships, can enhance student motivation and engagement.
- The association between ADHD symptoms and teachers' NSPs in early elementary is not well understood.
Purpose of the Study:
- To investigate the relationship between ADHD symptoms in first-grade students and their teachers' supportive practices.
- To examine how ADHD symptoms relate to student-perceived autonomy support and structure.
- To explore the influence of ADHD symptoms on student-teacher relationship quality.
Main Methods:
- A study involving 154 first-grade students and 25 teachers from three school boards.
- Data collection included student and teacher perceptions of ADHD symptoms, NSPs, student-teacher relationships, and conduct problems.
- Linear regression analyses were used to examine the association between ADHD symptoms and NSPs, controlling for covariates.
Main Results:
- Teacher-reported ADHD symptoms and conduct problems were linked to poorer student-teacher relationship quality.
- Teacher-reported ADHD symptoms positively correlated with student-perceived autonomy support.
- Teacher-reported ADHD symptoms did not predict student-perceived structure, while conduct problems negatively predicted autonomy support.
Conclusions:
- Findings suggest a complex relationship between ADHD symptoms and teachers' supportive practices.
- Early elementary students with ADHD symptoms may receive varied levels of support, impacting their motivational resources.
- Further research is needed to identify effective strategies for supporting teachers in managing disruptive behaviors and fostering the motivational needs of children with ADHD symptoms.
Keywords:
ADHD symptomsacademic motivationearly elementaryneeds supportive practicesstudent engagementMore Related Videos
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