Primary School Teachers' Relational Competence in Supporting Children with Attention Deficit Hyperactivity Disorder: An Interpretive Phenomenological Analysis

This study explores how primary teachers in Irish mainstream classrooms build positive relationships with students diagnosed with ADHD. A preliminary scoping review was conducted to map existing literature on primary teachers’ relational competence regarding students with ADHD in mainstream education, highlighting key gaps and informing the study's research focus. Existing research indicates that many teachers hold negative attitudes towards ADHD, which can significantly influence their relationships with these students and negatively impact the overall school experience for students with ADHD. By raising awareness and challenging traditional views, educators can adopt teaching strategies that better accommodate diverse learning preferences and abilities, ultimately improving outcomes for all students. Using an Interpretative Phenomenological Analysis approach, this study examines primary school teachers’ relational competence in supporting children with ADHD. Data were collected through eight in-depth, semi-structured interviews with primary school teachers. Six key themes emerged: redefining expectations and success to support students with ADHD; building individual connections through personal, one-on-one interactions; enhancing knowledge and understanding of ADHD through ongoing professional development; navigating classroom approaches and strategies with adaptive teaching methods; addressing the impact of staffing, class size, resources, and space; and recognising the emotional impact on teachers due to the challenges of supporting students with ADHD. The findings highlight the necessity for tailored strategies, professional development, and robust support systems to foster effective teacher-student relationships and enhance the educational experiences of students with ADHD. While individualised approaches improve teacher-student relationships, they also introduce challenges, such as emotional strain on teachers and the need for more resources and support staff. The study underscores the importance of ongoing training, adequate resources, and the promotion of Universal Design for Learning. Future research should further explore the perspectives of students with ADHD and the role of support staff in inclusive education settings.