Grade three teachers' experiences of learners perceived to have ADHD in Soweto mainstream primary schools

Abstract

Attention-deficit/hyperactivity disorder (ADHD) also known as hyperkinetic disorder is a well-recognised neurodevelopmental disorder) that affects approximately 5.9% to 7.1% of children and adolescents. ADHD is one of the most common psychiatric disorders of young people, affecting primary school children. ADHD symptoms are associated with impairment in academic, behavioural, social, and emotional functioning, generally resulting in substantial difficulties in school settings. Specifically, learners with ADHD or those perceived to have it are at significantly higher risk for academic underachievement, grade retention, identification for special education services, and school drop-out. The purpose of the study was to explore grade three teachers’ experiences of learners perceived to have ADHD in Soweto mainstream primary schools with the aim of harvesting intervention strategies (if any) employed in teaching learners perceived to have ADHD. This study employed a qualitative research approach with a case study method employing semi-structured interviews, focus group and an ADHD-specific knowledge and attitudes of teachers (ASKAT) open ended questionnaire section. The findings of this study indicate that lack of training teachers on neurodevelopmental disorders such as ADHD. Further that teacher experience is characterized by feelings over being overwhelmed exacerbated by not know how to support the learners perceived to have ADHD, Stereotyping and labeling the learners; poor time management and general lack of knowledge of ADHD. They however employ various interventions from their day-to-day experience and not necessarily evidence-based intervention that they received.