Ambivalent bonds, positive and negative emotions, and expectations in teachers’ perceptions of relationship with their students with ADHD

Abstract

A growing body of research has been focusing recently on the life and well-being of students with attention-deficit/hyperactivity disorder (ADHD) and also on the well-being of their teachers. However, there is a need for in-depth, qualitative insights into ADHD issues from the teachers’ perspectives. Therefore, the main aim of this qualitative study was to use thematic analysis to explore how teachers perceive the relationship with students with ADHD and the factors that influence the quality of this relationship. Sixteen teachers working with adolescent ADHD students were interviewed for this purpose. The results indicate that the quality of the teacher-ADHD student relationship is associated with the ADHD students related behaviours, ambivalent emotions of the teacher, the teacher’s beliefs about ADHD and the beliefs about the determinants of the behaviour of the students with ADHD and the teacher’s approaches and methods of work in the classroom. Furthermore, the results suggest that increasing the quality of the teachers’ well-being is associated with knowledge of ADHD determinants, regulation of ambivalent emotions, empathy, teachers’ ability to perceive positive qualities and the potentials of the students with ADHD and their motivation to teach ADHD students.

Tensions and contradictions: Exploring post‐primary teachers' perspectives and experiences of students with Attention Deficit Hyperactivity Disorder

“…These findings mirror previous research which reported that post‐primary teachers viewed the behaviour of students with ADHD as disruptive (Krtek et al., 2022) and similar attitudes have also been reported among primary school teachers in Ireland (Ward, 2014) and internationally (Amha & Azale, 2022; Mahdi & Al‐Juboori, 2021; Schatz et al., 2021). Perceptions that students with ADHD negatively impact teaching and learning, reduce the amount of time available for others, and thereby compromising everyone's ability to learn are also supported by earlier research among Canadian elementary teachers (Blotnicky‐Gallant et al., 2015).…”

Teachers' Knowledge Level of Emotional Disturbance and Regulation of Students With Special Education Needs

“…When teachers are involved in the process of regulating students' emotions, such as students reaching out to the teacher for help or to calm and comfort themselves, their knowledge level is clearly seen to reach a higher level. The importance of teachers towards the emotional regulation of SEN students has been stated in previous studies (Poulou & Denham, 2022;Spilt et al, 2021;Mainhard et al, 2018) and is interconnected with the relationship between teachers and students (Krtek et al, 2022;Ewe, 2019). In other words, when a positive relationship between teacher and student is achieved, the level of teacher's knowledge of SEN students' emotional regulation can increase due to increased involvement in the emotion regulation process.…”

When ADHD knocks on the door – discourse theory as a frame to explore subject positions and mental wellbeing before diagnosis

“…However, experiences in harsh positions before diagnosis indicated a need for approaches that went beyond medication and that involved the environments, such as teachers and families. In this regard, Krtek et al ( 2022 ), emphasized that the teacher’s knowledge of ADHD determinants, regulation of ambivalent emotions and empathy increased the quality of the teacher-ADHD- student-relationship.…”