ENSURING THE EFFECTIVENESS OF EDUCATORS WHO TEACH STUDENTS WITH
ADHD 2
Abstract
When it comes to providing education to students with diverse needs, especially those
students who have attention deficit hyperactivity disorder (ADHD), it is vital that we as teachers
are adequately trained to deliver the level of instruction that students with this disability need to
access the general education curriculum and be as successful as possible. By ensuring we as
educators are meeting these needs, we as stakeholders must ensure that educators have the tools
and resources, they need to provide the best quality education possible to meet these diverse
needs of students with ADHD. Ensuring that our educators are equipped with the proper training
will also enhance the ability to deliver the educational experiences that students with ADHD
require to be successful in the general education environment as their non-disabled peers.
Making sure that educators are knowledgeable in how to deliver instruction to students with
ADHD makes a world of difference and can be very beneficial to students who have ADHD to
have assurance that their needs are not only being addressed but they also feel as though they are
valuable and have a place to learn and be all that they can be as well.
Key words: attention deficit hyperactivity disorder, accommodations, diagnosis, functional
ability, and Universal Design of Learning
What is Attention-deficit hyperactivity disorder
Attention deficit hyperactivity disorder is a disorder that deals with individuals who
struggle with paying attention as well as being hyperactive that affects their ability to engage
socially, academically, and their occupational abilities (APA 2013). Diagnosis of ADHD is
rapidly growing across the nation for the past twenty years according to a study conducted by
(Sedgwick-Müller et al. 2022). Knowing that the number of students with this disability is rising
it is vital that we as stakeholders do our best to ensure that we are meeting the unique needs of
these individuals with ADHD.
Ways We Can Support Students with ADHD
With individuals with ADHD, there are resources and supports that are available to them
not only in the public schools but also when they exit High School and pursue a post-secondary
education pathway. These accommodations are more geared towards their functional abilities
than just having the diagnosis (NCRPD, 2006, Art. 24, Jansen, Petry, Ceulemans, Noens, et al.
2017). Ensuring that this methodology is in place allows students to have the implementation of
their services met both individually and equitably. Some of the possible accommodations for
students with ADHD consist of having extra time for assignments and assessments, testing in a
different area, and allowing note assistance (Jansen et al., 2019).
?????? In some cases, these accommodations are not shown to be helpful to these individuals
(Baeyens, 2021; Jansen et al., 2019; Miller, Lewandowski, and Antshel, 2015). So, a more
Universal Design of Learning is being implemented to combat the areas that will help support
our diverse learners in the educational setting (Meyer, Rose, and Gordon 2014). Based on this
ENSURING THE EFFECTIVENESS OF EDUCATORS WHO TEACH STUDENTS WITH
ADHD 3
approach, there seems to be more of a willingness to have an open mind to our diverse
population and ensure we are giving them the tools they need to succeed.
One Size Fits All Approach
Regarding a one-size-fits-all approach to education, that is not the case, especially in the
day and time that we live in with more and more students being diagnosed with not only ADHD
but also Down-Syndrome, Autism, a specific learning disability, and the list just goes on and
on. So, educators, the UDL approach has many beneficial factors that allow educators to use
some of their teaching methods to build a more engaging and more evolved classroom that
gears learning to meet the needs of all students regardless of disability (CAST 2018). Studies
have shown that students alone find that using the Universal Design of learning with having a
multiple means approach to learning skills and being more involved and engaged in the learning
process (Kennedy et al., 2018).
?????? However, the studies conducted about the effectiveness of UDL were not solely done on
students with disabilities to determine the overall success of the practices for these individuals
(Almeqdad et al., 2023). However, there are elements of the UDL approach of the sense of
emotional support and receiving that validation and support from their teachers did more for
these types of students versus students who did not have a disability from a study that was
conducted by Lipka, Baruch, and Meer (2019).
Lack of Professional Development
Teachers who teach students with ADHD have experienced conflict because of the lack
of professional development, on how to deal with students’ behavior as a direct correlation of
the students’ needs not being met or feel as though what is being asked of them is unachievable,
so they begin to act out when their needs aren't met. Because the student isn't receiving the
necessary instruction, the behaviors become more frequent. They become frustrated because
they cannot understand and grasp the subject being taught or how it is delivered. I have
observed that some teachers would go out and attempt to provide their ADHD students with the
necessary support so they can succeed as much as possible, but this is insufficient because some
teachers are not all teachers who teach students with ADHD.
Offering teachers this tool to help them understand how to meet the needs of all students,
not just those with ADHD, is one of my passions because of the dearth of professional
development. The effects of not having teachers trained in how to help children with ADHD
can make students shut down and feel like they are stupid and incapable of learning, but you
can use diverse learning methods to meet the requirements of all your students. However, this
might be a problem that resolves if a teacher is skilled in their craft and provides a variety of
approaches that could satisfy the needs of each of their students (Bignotti, 2023). However,
children with ADHD are the ones who suffer the most because of this lack of professional
development.
The failure to satisfy these learners' demands in the classroom was another effect I
observed of educators lacking training on ADHD. Some students require modifications because
they have ADHD. Additional time for tests, child-specific instruction and assignments; positive
ENSURING THE EFFECTIVENESS OF EDUCATORS WHO TEACH STUDENTS WITH
ADHD 4
reinforcement and feedback, using technology to help with tasks, allowing breaks or time to
move around, modifying the surroundings to reduce distractions, and additional assistance with
maintaining organization are just a few examples of these accommodations. Sadly, the most
significant factor putting our students at a disadvantage is the dearth of professional
development related to ADHD, which prevents our teachers and support staff from having the
tools they need to serve the students with ADHD in our classrooms properly.
Teachers Attitudes towards students with ADHD
According to Rushton et al. (2019), students with ADHD struggle to stay engaged in the
classroom during normal day-to-day activities, have a shorter attention span than their peers
without disabilities, and struggle with social cues. They are also less likely to succeed and
finish tasks on time. One of the main reasons why students with ADHD are less motivated is
that they feel as though they have no support. Students with ADHD can learn when they feel
that their teacher is supportive and will be there to meet their specific needs. Due to their
inability to control classroom sizes and what kids with ADHD require to succeed, teachers
frequently do not know where to begin when working with children who have ADHD and how
to meet their requirements (Sunde et al., 2022).
Teachers who believe they have lost their ability to manage the classroom become less
empathetic and perceive teaching pupils with ADHD to be a burden. Both the teacher and the
pupils with ADHD may suffer significantly because of this (Rushton et al., 2019). The
influence that teaching hyperactive students might have on the teacher of students with ADHD
is highlighted by Sunde et al. (2022). In addition to the educator's responsibility to know their
students, various other factors, such as whether their basic needs are being satisfied, can
influence students' actions and behaviors (Rushton et al., 2019).
Self Efficacy and the affects of Educators have on students with ADHD
Education research has become more interested in teachers' self-efficacy, which is based
on Bandura's social cognitive theory (S. Schwartz, 2012; Bandura, 1977). Teachers' self-
efficacy influences their instructional practices, and their self-efficacy affects student
achievement. Teachers' self-efficacy is essential to teaching students, regardless of whether they
have a disability. A key indicator of a teacher's views toward inclusion is their sense of self-
efficacy. Self-efficacy with inclusive practices, which is frequently associated with the
cognitive dimension of attitudes, reflects a teacher's perceived ability to teach students with
disabilities (Martinez, 2003). For this inclusive ideology to be successful, teachers' attitudes and
sense of self-efficacy are essential (Mallory, 2021).
Teachers' personal self-efficacy has an impact on how they view their own teaching
abilities. Thomson et al. (2017) used Bandura's self-efficacy core components to investigate the
relationship between pre-service teachers' self-efficacy beliefs, prior learning experiences, and
content knowledge.
Although they affect teachers' willingness to adapt their teaching strategies to meet the
requirements of every student, positive attitudes toward inclusion are equally significant (Boyle
et al., 2020). In order to ensure that general educators are providing students with ADHD with
ENSURING THE EFFECTIVENESS OF EDUCATORS WHO TEACH STUDENTS WITH
ADHD 5
the necessary level of self-efficacy to be able to deliver the quality of instruction that students
with ADHD need in order to access the general education curriculum in a meaningful and
engaging manner, it is imperative that these needs be met. This will help to close gaps and
address issues. Sciutto et al. (2000) found a correlation between teachers' self-efficacy and their
understanding of ADHD. This conclusion was supported by a subsequent study by Legato
(2011), which specifically examined this research subject among elementary school instructors.
For both elementary and secondary school students, with ADHD face numerous
difficulties during the school day. One of the challenges faced by students with ADHD is
focusing on the information being presented or other academic skills that affect their ability to
learn from their peers without disabilities. (Zendarski and others, 2020) Inability to focus and
pay attention to teaching is a major factor in students' inability to master the necessary skills or
concepts to keep up with their peers who are not impaired and achieve on grade level.
According to Currie and Stabile (2006) and Fletcher and Wolfe (2008), students with ADHD
often struggle to succeed in reading and math at pace with other students without disabilities.
However, other research has shown that students with ADHD often try to make up for
their disability by being more creative in how they learn and understand the skills necessary to
succeed in the classroom (Hai & Climie, 2021). It also showed that students with ADHD who
have high social skills are more likely to advocate for themselves than those with low social
skills.
Academic challenges are experienced by students with an ADHD diagnosis (Loe &
Feldman, 2007). Although many students suffer from the impacts of ADHD, little is known
about how to effectively meet their requirements, according to Zendarski et al. (2020). Some
studies suggest that having a supportive relationship with the instructor can help children do
better in school (Baker, 2006; Roorda et al., 2011). According to an article by Murphy (2014),
identifying students with ADHD and implementing the necessary accommodations for them is
another crucial step in advocating for these individuals. The requirements of students with
ADHD, however, are rarely or never fully addressed (Greenway & Edwards, 2020; Murphy,
2014; Yarde-Leavett, 2018).
Teachers Knowledge on how to deliver instruction to students with ADHD
Teachers' knowledge of ADHD, treatment acceptability, teaching experience, and
behaviors related to seeking help have all been the subject of descriptive studies. Previous
studies have shown that the average percentage of correct answers on ADHD knowledge tests
falls between 48% and 76%. (Ohan et al., 2008; Sciutto et al., 2000; Jerome, Gordon, &
Hustler, 1994; Kos et al., 2004). A study of the literature found that teachers' knowledge of
ADHD is limited (Sciutto et al., 2016). Research shows that teachers are not well-versed in
important elements of ADHD and are not trained in managing kids with the disease (Perold et
al., 2010). However, ADHD training has increased teacher knowledge (Alkahtani, 2013) and
enhanced their understanding and capacity to support children with ADHD (Safaan et al.,
2017).
According to numerous educators, having students with ADHD in the classroom can
improve their capacity to instruct these students (Bolinger et al., 2020). According to Ward et
ENSURING THE EFFECTIVENESS OF EDUCATORS WHO TEACH STUDENTS WITH
ADHD 6
al. (2020), more teachers who work with students who have ADHD feel more comfortable
meeting their specific requirements and giving them the kind of training they require to succeed
in a general education classroom. The startling finding, though, was that teachers who were
more knowledgeable about students with ADHD were less inclined to wish to deal with this
group of students (Ward et al., 2020).
Conclusion
In closing the study brings so much attention on ensuring that educators have the
necessary tools and resources that they need to ensure that their students have everything that
they need to succeed, especially students who have diverse needs such as having ADHD. As an
educator myself it is vital that we do everything in our power to deliver the instruction that is
going to meet the needs of all of our learners regardless of if those students have disabilities
whether it be students with autism or if it is students who struggle with a specific learning
disability and or ADHD. Educators have a true call to equip and prepare students to be as
successful as possible and to give them the best opportunity to a quality education.
As educators we have a huge duty and responsibility to ensure that we are the best that
we can be so that our students have the best versions of ourselves. This entails that we are
lifelong learners, and we have a duty and an oneness that we as educators are the best versions
of ourselves for our students. The research that is included in this study shines the light on the
need for professional development in relation to providing the educators with the necessary
tools and resources that they need to ensure they can deliver the level of instruction that
students who have ADHD need so they can have a more universal design of learning so that
their diverse needs can be met and have the opportunity to excel and success in the general
education setting. By implementing this approach, educators have more opportunities to deliver
instruction that can meet the needs of all learners in their classroom. Growing up my twin
brother struggled with the lack of a teacher who had training in how meet his diverse needs and
it was hard to watch him endure that type of struggle so at nine years old that was my life long
mission that I was going to ensure that as an educator I was going to make it possible to deliver
the instruction that all learners need in order to have the best possible opportunity to learn and
be as successful as possible.
