Exploring teachers’ experiences in addressing ADHD during the post-pandemic transition

Abstract

This study delves into how teachers are managing and teaching ADHD students during the aftermath of the COVID-19 pandemic. Through interviews and observations from throughout the world, it explores the challenges faced and the strategies they have developed. Initial findings reveal heightened difficulties for ADHD students, but also innovative teaching methods and increased collaboration with others in the institution of Mapua Malayan Colleges Mindanao. Teachers emphasize flexible approaches, technological integration, and social-emotional learning. The study underscores the need for ongoing professional development and support systems to effectively address the needs of ADHD students in the post-pandemic time, highlighting the importance of adaptability and inclusivity in education.

Keywords

Teachers experience with ADHD post-pandemic ADHD students teaching adhd students ADHD students learning after the pandemic

Introduction

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects millions of children worldwide, including the Philippines. According to the World Health Organization (2019), ADHD affects approximately 5%–7% of children globally, and this prevalence rate is similar in the Philippines. The COVID-19 pandemic has had a significant impact on education in the Philippines, and teachers have been faced with new challenges in addressing the needs of students with ADHD in the classroom.

In the United States of America, Attention-deficit/hyperactivity disorder (ADHD) is a concern that affects children’s learning and development. While ADHD is a clinical condition, it is also influenced by environmental factors, such as the classroom setting. In the context of the COVID-19 pandemic, teachers around the world have been facing numerous challenges in supporting students with ADHD, including the shift to remote learning and the lack of in-person support. (D A Moore, 2017).

In the Philippines, specifically in Pasig City, there is a lack of policies and guidelines on how to manage and support children with ADHD in the classroom, which can lead to a lack of understanding and support for teachers. This study can help inform policies and guidelines to better support teachers in managing children with ADHD in the classroom. In the Philippines, teachers play a crucial role in the management and treatment of children with ADHD. However, little is known about their experiences and how they navigate the challenges of teaching children with ADHD during the pandemic. This study seeks to explore the lived experiences of teachers in the Philippines as they navigate the challenges of teaching children with ADHD during the post-pandemic transition.

The pandemic has caused disruptions in education systems worldwide, and the Philippines is no exception. The shift to online and blended learning has presented new challenges for teachers, including managing students with ADHD, who require special attention and support in the classroom. Additionally, the pandemic has increased the need for mental health support for both students and teachers, making it even more important to understand the experiences of teachers in addressing the needs of students with ADHD. (DepEd, 2016).

Meanwhile here in Davao, the problems here are like that of the rest of the Philippines, where there is a lack of guidelines which in turn makes it hard for the teachers to properly guide the ADHD students. This study can again help inform guidelines and policies to help support teachers to manage said students with ADHD.

There is a growing body of literature on ADHD and its impact on education. However, most of these studies have focused on the experiences of students with ADHD, and less is known about the experiences of teachers. This study is unique in that it focuses specifically on the experiences of teachers in the Philippines and how they navigate the challenges of teaching children with ADHD during the post-pandemic transition.

Theoretical framework

Cognitive Load Theory (CLT) proposes that working memory has a limited capacity and that cognitive overload can arise when students are exposed to an excessive amount of knowledge. This can be especially difficult for individuals with ADHD, who may struggle with working memory and focus. Teachers can utilize CLT to plan their classes in a way that avoids cognitive overload for students with ADHD, such as by breaking down complex activities into smaller steps and incorporating visual aids to promote learning. (Kirschner et al., 2018).

Working memory has a finite capacity, and cognitive overload can develop when students are exposed to an overwhelming amount of knowledge, according to this learning theory. CLT emphasizes the importance of lowering irrelevant cognitive load and increasing relevant cognitive load to maximize learning. This can be achieved using approaches such as deconstructing complex activities into smaller pieces, providing scaffolding to help learning, and leveraging visual aids to transmit knowledge. Teachers can increase instructional effectiveness and student learning outcomes by regulating cognitive load in this manner. CLT has become a dominating framework for constructing effective learning experiences and has been widely implemented in both traditional and digital learning settings.

Self-Determination Theory (SDT) claims that people have fundamental psychological demands for autonomy, competence, and relatedness, and that satisfying these needs might result in more self-determined and driven behavior. Teachers can utilize SDT to motivate students with ADHD by providing them with a sense of control over their study and possibilities for competence and social connection. (Ryan and Deci, 2018).

Self-Determination Theory (SDT)

It is a concept that has been applied to ADHD patients to comprehend and strengthen their motivation, engagement, and well-being. According to SDT, humans have three core psychological needs: autonomy, competence, and relatedness. People with ADHD must believe that they have some control over their environment and learn, that they can achieve success, and that they have pleasant social relationships. By addressing these requirements, educators and clinicians can foster intrinsic motivation and engagement in individuals with ADHD, resulting in enhanced academic and social performance. Allowing individuals to select how to complete activities, offering feedback and aid for skill development, and fostering positive relationships with peers and adults are examples of supportive practices for autonomy, competence, and relatedness. Educators and doctors can create a more pleasant and supportive learning environment that improves the achievement and well-being of individuals with ADHD by implementing SDT principles.

Collaborative Problem-Solving Theory (CPS)

Developed by Dr Ross Greene, this is a method for resolving behavioral challenges. The approach emphasizes identifying the root causes of challenging behavior, as opposed to punishing or rewarding the behavior itself. Through collaborative conversations, the approach seeks to better understand a student’s needs and perspectives and develop mutually acceptable solutions. The objective is to outfit the student with the skills necessary to navigate challenging situations effectively.

This is a strategy for managing challenging adolescent behaviors that emphasizes finding mutually acceptable solutions to problems. It is a strength-based approach that views challenging behaviors as an indication of deficient skills in areas like flexibility, frustration tolerance, and problem-solving. Instead of relying on punishment or consequences, CPS engages instructors, parents, and students in a collaborative process to identify the underlying causes of challenging behaviors and devise plans to address them. This strategy focuses on developing positive relationships with students and nurturing their sense of autonomy and competence. The utilization of CPS has reported improved outcomes for students with ADHD, including fewer behavioral issues, enhanced academic performance, and strengthened teacher-student relationships. Additionally, CPS has been demonstrated to be effective in enriching parent-child relationships (Babinski et al., 2019).

Literature review

Teachers experiences with ADHD

As generations passed, the number of medical remedies for ADHD evolved. In the western study of Moore et al. (2017), it was perceived that teachers and professionals must be more considerate towards children with ADHD since they tend to be more sensitive than people without the said disorder. Professionals need to have a long patience and upmost understanding of the behavioral structures of ADHD. Based on the study of Louden, Perry F., Jr (2013). Students with attention deficit hyperactivity disorder (ADHD) are having trouble focusing and sustaining on one specific task. It is frustrating for students, as well as for teachers who handle them. Professionals might get distracted by the behavior of those students. Sandra F. Rief (2016). That is why teachers are more focused on managing the behavior towards students with ADHD than concentrating on the main objective or goal of the specific activity for the entire session.

Sibley et al. (2018). No matter how many times professionals/teachers cope up, the feeling of realizing that they are having difficulty teaching those people with ADHD is coming back. Teachers are usually having trouble or problems handling students with the said disorder. The burden of caring, inadequate support, and disturbance of the child’s behavior, lack of information, resources, time, materials, experts, and support are the problems that teachers encountered while teaching ADHD students. Harazni and Alkaissi (2015).

We cannot disagree with the fact that Teachers or Professionals are already having a hard time managing multiple classes. How much more if half of those classes acquire students that are diagnosed with ADHD? Especially, some teachers/professionals are having trouble having the burden of caring, inadequate support, and disturbance of the child’s behavior, Lacks information, resources, and time (Katherine Ellison-Bourne, 2016). We assumed that they might suffer more since they must monitor those students with the said disorder. With that said, instead of focusing on the activity that the whole class is required to execute, there is tendency that they might get worried to the students that are diagnosed with ADHD and get distracted. Harazni and Alkaissi (2015).

Different ways to share knowledge

Either through Teachers or through self-study. Self-study is self-explanatory, you study by yourself, then you absorb what you have read or heard. Teachers have lots and lots of different ways or strategies to teach students. Teachers cater to different types of students. But mostly, teachers just teach in the most conventional way, which is teaching in a classroom.

First, what is teaching? According to Geoffrey Aondolumun (2017), Teaching refers to all the processes and activities designed to impart knowledge, skills, and understanding at all levels of educational form. So, Teaching is the most conventional way for a teacher-student interaction in a class or a session. There was a time before schools where children learned from their parents. Currently, children learn more from their teachers than from their parents. Teachers convey knowledge, and skills. Teachers can also pass on attitude, but children most often get their attitude from their respective homes.

Lesson plans

According to Ali Jamali and Mina Heidari (2014), Lesson plan is a written description for this process; where the materials, the method, the time, and the place of education as well as methods for evaluating the students are described in detail. A lesson plan is essential in teaching. It helps the teacher to get more familiarized with the materials to be taught. With a Lesson plan, teachers have an easier time and quite literally have a shorter time in teaching. Because a lesson plan guides the flow of a lesson, it makes class sessions shorter. Leaving more time for children to ask some follow-up questions.

Online learning

Learning through the Internet was just recently implemented into schools this past century. Although just a small majority of schools opted to include an online learning option. According to Sakshi Arora (2019), Online Education requires a great deal of resources and careful planning. Some if not all schools can get barred from ever going online, as there are still schools that are incapable of going online because of the lack of resources. Newer, more modern schools are more capable since they are found in populated cities. Online learning is very beneficial to teachers. Reaching out to students is easier online than face-to-face, as teachers rely on their students to attend classes for them to be available.

Young population with ADHD

This disorder is known to be persistent up until adulthood (Koposov et al., 2017). According to a review by Chen et al., (2023), ADHD can be treated using medicine or therapy, but a combination of both is the best option that we can have. Countries around the world often lack equipment or lack people to help with ADHD treatment.

The Impact ADHD has on Students. According to a review of Shirin Hasan (2020), ADHD can affect a student’s ability to focus, pay attention, listen, or put effort into schoolwork. ADHD can also make students expressive, which can disrupt a class session. Teachers can see signs when a student exhibit symptom of ADHD. They consulted the students’ parents to see if they had ADHD.

International

Treatment is easy to find in First world countries such as, The United States, The European Union, Australia, and more. These countries invest highly in their health care. Cultural beliefs and differences across countries contribute to the real-world variation regarding how ADHD is managed (Paul Hodgkins et al., 2013). People with ADHD can take medicines to relieve their symptoms. It can make them concentrate better, be less impulsive, and feel calmer. These remedies can help in making students concentrate more on their academics.

The Philippines

Every third world countries including the Philippines also has a huge population of people with ADHD. Almost half of Adults in the Philippines have symptoms of ADHD. With students, parents have two options, either to enroll their child with ADHD into a regular school, or progressive schools with small class sizes. Regular school is where ADHD students typically enroll. Due to them being highly creative people, they did not have trouble with normal classes. But not all teachers are capable of handling students with ADHD. If ADHD students are too expressive, a school with fewer students would be a recommended option.

Davao Region

Dr Flavier (2016) pointed out that adults diagnosed with ADHD also frequently commit traffic violations, miss the red light, and fail to turn right simply because they are distracted by their wife or husband. There are at least five development pediatricians for children in the region. With a population of over two million, five professionals would have a very tight schedule. Parents should book an appointment with the professional development pediatrician months ahead.

Method

Participants and setting

The participants for this phenomenological inquiry were 10 teachers from Mapua Malayan Colleges Mindanao, selected to explore their experiences and strategies in teaching ADHD student’s post-pandemic. Following Creswell’s (1998) recommendation for qualitative sample sizes, which range from 5 to 25 participants, the researchers determined that 10 participants would be sufficient to achieve data saturation. Among them, seven engaged in virtual in-depth interviews, while the remaining three joined a focus group discussion. This approach ensured a comprehensive understanding of their experiences.

To ensure the study’s rigor and trustworthiness, the researchers used purposive sampling, as recommended by Prior (2020), which aligned the sample with the research aims and objectives. Participants were selected based on the following criteria: having at least 1 year of teaching experience, currently teaching in an urban area, and being over 20 years old. This ensured that participants had the necessary maturity and professional exposure to provide meaningful insights. Both male and female teachers were included to capture diverse perspectives, and all participants were current teachers at Mapua Malayan Colleges Mindanao. Additionally, participants had experience dealing with a variety of students, including those diagnosed with ADHD, to ensure their relevance to the study. By adhering to these criteria, the researchers aimed to gather rich and relevant insights that would shed light on the unique challenges and innovative strategies employed by teachers in this specific context.

Response definitions, measurements, & interobserver agreement

In this section, methods of gathering qualitative research data collection will be applied which includes interviews, focus groups, and collection of documented materials (Hancock et al., 2001). Commonly, according to Kairuz et al. (2007), both in-depth interviews and focus group discussion are among the most used methods in collecting data. An in-depth interview (IDI) is a qualitative data collection method in which the researcher collects data directly from the participants. On the other hand, focus group discussion (FGD) is frequently used as a qualitative approach to gain an in-depth understanding of social issues. The method aims to obtain from a purposely selected group of individuals rather than from a statistically representative sample of a broader population (Andrew and Jonathan, 2006). The main goal of FGD is to effectively elicit data on the cultural norms of a group and in generating broad overviews of issues of concern to the specific phenomenon. Moreover, the data sources of our study were done through the responses of the participants that were collected and gathered in the form of virtual in-depth interviews and focus group discussions from teachers in different schools and institutions in Davao City, Davao Region. Also, the researchers employed secondary sources such as articles, journals, and books available on the Internet to acquire important information and other associated books available on the Internet to acquire important information and other associated literature that helped support the results of the study. Thus, these sources are suitable in gathering the needed information for data analysis and to get the intended meaning of the participants’ views.

According to Lincoln and Guba (1985) proposed that trustworthiness of a research is important when evaluating its worth. There are four aspects, credibility, transferability, dependability, and conformability. Credibility refers to the degree to which the findings accurately reflect the experiences of the participants’ subjective experiences. To achieve credibility, the study uses a phenomenological approach that aims to capture the teacher’s experience with handling students with ADHD. Transferability refers to the degree to which findings can be applied to other contexts or populations. To achieve transferability, the study provided a detailed description of the research context and the participants, including their demographic characteristics and professional backgrounds. Dependability refers to the consistency and the stability of the findings over time and across different contexts. To achieve dependability, the study used a rigorous and transparent research design, including a detailed description of the data collection and analysis procedures. Conformability refers to the degree to which the findings are free from research bias or influence. To achieve conformability, the study used reflexivity, which involves the researcher reflecting on their own biases and assumptions throughout the research process.

No harm of any kind should ever be done to research participants. Prior to the study, complete consent and proper authorization from the subjects should be obtained for us to conduct the interview. Researchers must be authorized to seek experiences and answers from the participants.

Respecting the identity of research participants is essential in this study. It is crucial to maintain their privacy to ensure that their rights and dignity are respected throughout their studies. Therefore, if participants wish to remain anonymous during a study, they have the right to inform the researchers of their preference. In such cases, the researchers must ensure that they do not reveal any personal information about the participants without their consent. It is important to obtain proper consent from participants before using any personal information, including their identity. If a participant gives consent for their identity to be used, only then can the researchers use their personal information in the study. Overall, researchers must prioritize the privacy of research participants, and obtain proper consent before using any personal information to maintain the integrity and ethical standards of the study.

Participants have a right to privacy, which necessitates the confidentiality and security of their personal information. This safeguards them against discrimination, stigmatization, or humiliation that could result from the disclosure of their confidential information. Maintaining the confidentiality of research participants is necessary for the research’s integrity and credibility. If participants believe that their privacy has been compromised, they may be less likely to participate in future research studies, thereby reducing the scope and validity of the findings. In addition, safeguarding the privacy of research participants is often a legal requirement; failure to do so could result in legal sanctions and reputational harm. Maintaining the public’s trust in the research enterprise is essential for advancing knowledge and enhancing the public’s health and well-being, and therefore the confidentiality of research participants is vital. Researchers are accountable for ensuring that their participants are treated with dignity, respect, and autonomy. Maintaining confidentiality is a critical ethical consideration that must be carefully considered in research studies. Confidentiality refers to the obligation of researchers to protect the privacy and anonymity of participants by ensuring that the information they provide remains private and is not shared with unauthorized parties. To uphold confidentiality, researchers should adopt appropriate measures, such as using pseudonyms, de-identifying data, storing data securely, and obtaining informed consent from participants regarding how their data will be used. Breaching confidentiality can lead to serious ethical concerns, such as loss of trust, harm to participants, and legal implications. Therefore, researchers must take proactive steps to maintain confidentiality throughout the research process, to ensure the protection of participants’ privacy and to maintain the integrity of the research data.

Research design

A qualitative phenomenological approach is used to address the “how” and “why” research questions. We conducted qualitative research because a problem or issue needs to be explored. (Creswell, 2013). This qualitative phenomenological research seeks to investigate and comprehend how teachers interact with ADHD students in the classrooms. To achieve diversity in terms of age, gender, teaching experience, and educational context, purposeful sampling was used to select participants for this study. Depending on the inclination of the participant, data were gathered through semi-structured interviews conducted in person or online. The interviews were documented audibly and transcribed word-for-word for analysis. The data were analyzed using thematic analysis to identify recurring themes and patterns. This study’s findings could inform teacher training and professional development, as well as shed light on the most effective ways to support students with ADHD in the classroom.

Questions about teachers’ experiences

Research questions asked during the interviews, as well as a brief explanation of each segment. This research delves into the nuanced experiences of educators with ADHD students in the post-pandemic era, guided by three pivotal questions. First, it seeks to uncover the firsthand experiences and specific challenges educators face in teaching ADHD students, aiming to highlight the strategies used for effective engagement and support. Secondly, it investigates the coping mechanisms and adaptations educators employ to navigate the unique challenges of managing ADHD students, including the utilization of support systems and pedagogical adjustments. Lastly, the study explores the valuable lessons and insights educators gain from their interactions with ADHD students, emphasizing the positive impacts on their professional development and teaching methodologies. Collectively, these questions aim to provide a holistic understanding of the complexities and enriching experiences of teaching ADHD students in today’s educational landscape.

General procedure

The following steps were taken in accomplishing the study: The first step taken was to seek approval to conduct the study. The researchers requested permission from the school’s principal to conduct the phenomenological study. The second step is retrieving the information of the study. Our group selected ten (10) participants to take part in this study. The researchers showed them the contents of the research and asked them if they could be interviewed. In this study, an in-depth interview (IDI) and a focus group discussion (FGD) were applied to ensure that the data was gathered. The third step is to conduct an in-depth interview. All the necessary materials were prepared, that includes the interview guides and questions, Internet connection, a phone, recorder, and field notes. Moreover, the research questions were formulated aligned to the statement of the study to get significant information from the participants to attain the purpose of the study. The fourth step is to record the participants’ answers from the in-depth interview. The participants’ answers were recorded on a phone or through google meet, whatever is preferable for the participant. For each detail to be recorded properly, field notes and a transcript of the recording were made to further ensure the validity of the participants’ answers. The final step is to analyze the response from the research participants. Data triangulation, the researchers gathered the information from both in-depth interviews (IDI) and focus group discussions (FGD) to analyze it.

Functional analysis

Thematic analysis is a research method for analyzing data that is only applicable for qualitative research. This method is used for describing data, but also involves interpretation in choosing codes and creating themes. Since our research is qualitative research that is based on real life experiences, the researchers applied this method in terms of analyzing the data after we have gathered it (Braun and Clarke, 2006).

Limitations and future research

Limitations of the study

This study faces several limitations that are important to acknowledge. First, the use of phenomenology means the researcher’s interpretation of participants’ experiences could introduce bias, as personal perspectives inevitably influence how data are analyzed. Additionally, the small sample size may have restricted the diversity of viewpoints, making it harder to capture a full range of experiences among teachers dealing with ADHD students during the post-pandemic transition.

Geographic limitations are also significant. Since interviews were conducted locally in Davao City, the findings might not be fully applicable to other regions or cultural contexts. Different areas can have distinct educational norms and practices, impacting how teachers manage ADHD. Moreover, focusing solely on teachers’ perspectives might have introduced variability based on their training and personal beliefs about ADHD, potentially limiting the depth of insights.

Privacy concerns further complicated data collection. Teachers might have been reluctant to share sensitive information due to confidentiality obligations or fear of repercussions, which could lead to underreporting of certain issues. The use of audio or video recordings, while helpful for accuracy, might have heightened these concerns, affecting the honesty of responses.

Suggestions for future research

Future research should aim to expand both the sample size and diversity by including teachers from multiple regions or countries. This broader approach would provide a more comprehensive understanding of how different contexts influence teachers’ experiences. Combining qualitative insights with quantitative data could also strengthen the findings, offering a balanced and validated perspective.

Longitudinal and comparative studies are crucial. Tracking changes over time and comparing practices across different educational settings can identify best practices and effective interventions. Including perspectives from students with ADHD, parents, and support personnel would provide a more holistic view, enriching our understanding of the educational environment.

Addressing privacy concerns and ethical considerations is essential. Developing robust protocols for data anonymization and ensuring informed consent can build participant trust and improve data quality. Exploring the role of technology in supporting ADHD students and aiding teachers can offer innovative solutions to post-pandemic educational challenges, enhancing both teaching practices and student outcomes.

Results

This section presents the responses from the participants of the study, derived from in-depth interviews (IDI) and focus group discussions (FGD). The researchers thoroughly analyzed these responses and extracted the core ideas with the help of experts. The results encompass teachers’ experiences, coping mechanisms, and insights in handling ADHD students during the post-pandemic transition. To address the first research question, in-depth interviews and focus group discussions were conducted to elicit essential data for the results of the study. After analyzing the responses of the participants, three main themes emerged: (1) Challenges experienced by teachers, with subthemes (a) Difficulty in handling ADHD students’ behavior, (b) Struggles with maintaining student focus and attention, (c) Coping with disruptions in classroom dynamics (2) Positive views of teachers on ADHD students, with subthemes, (a) Recognition of unique strengths and talents, (b) Appreciation for the diversity ADHD students bring to the classroom, (c) Satisfaction in witnessing student progress and success and (3) Teachers’ practical experience with ADHD students, with subthemes, (a) Implementation of tailored teaching strategies, (b) Collaboration with parents and support staff, (c) Adjustment and flexibility in classroom management.

Experiences of teachers with ADHD students

Difficulty in handling ADHD students

The challenges experienced by teachers when teaching ADHD students are prominent across schools. This is evident in the responses of the participants, who shared their struggles from various institutions. Understanding these struggles can provide valuable insights into the challenges teachers face.

• IDI 2: “Challenging in terms of handling their behavior. They are very active. Sometimes they do not follow instructions immediately, and it needs more effort for them to really follow your instructions.”

• IDI 5: “When I give an instruction, and he doesn’t follow, he stands on his seat and starts roaming around. I don’t know how to handle it, and I asked one of his classmates, and they told me that he has this kind of disorder.”

Positive views on ADHD students

Despite the hardships and challenges, there are positive aspects to handling ADHD students during the post-pandemic transition. These positive experiences were highlighted by the participants.

• IDI 4: “It’s not more on positive experiences but the fulfillment, like the first batch of the students I have taught. Some of them are already pilots now, and some are very successful. Because of my teaching.”

Expected outcomes

Some teachers had anticipated outcomes when teaching ADHD students, having previous experience with such students. Their responses provide practical insights into handling ADHD students.

• IDI 1: “I can say that it’s not really that hard for me to handle them. My experiences with them are not that traumatic or tragic.”

• IDI 3: “I tried one strategy, and I found out he listened to me, so that makes my strategy a successful one.”

Teachers coping with the challenges

Self-motivation

Self-motivation was a significant factor for teachers in coping with the challenges of teaching ADHD students. This quality demonstrates their bravery, heroism, and dedication to educating and inspiring all students.

• IDI 3: “I just tackle it alone without assistance from other professors since I believe I can resolve it at my level.”

• IDI 6: “I don’t work on weekends, and I don’t reply to emails or texts to maintain my sanity.”

Seeking support

Seeking help from colleagues was another crucial coping mechanism for teachers. It provided them with valuable knowledge and support in handling students with ADHD.

• IDI 7: “After these encounters, I simply tell my coworkers about it. Sharing your experiences with others can relieve that burden. Your coworkers can assist you in coping with this kind of difficulty.”

Proper planning

Proper planning was essential for teachers in managing ADHD students. Being prepared with appropriate materials and strategies helped them maintain the students’ attention and manage the classroom effectively.

• IDI 1: “I use a lot of different strategies in teaching ADHD students. My method is to treat them equally just like any other student and confront them if they do anything unnecessary.”

Benefits teachers gained from teaching ADHD students

Beneficial experiences

Teachers continued to learn from ADHD students during the post-pandemic transition. The re-introduction of face-to-face learning with technology integration provided new learning opportunities.

• IDI 2: “All students are unique and have different abilities and intelligences. ADHD students shouldn’t be left out because other students are treating them as some sort of disease.”

Normal treatment

Educating teachers about ADHD is crucial for reducing discrimination and ensuring that ADHD students are treated equitably.

• IDI 5: “Over the years, you must treat them as normal too. It doesn’t have to be special. Comfort is not something that comes to mind when you think about how if you work at a job or go to school, you will be working.”

Raising awareness

Seminars that raise awareness about ADHD help teachers better understand the disorder and develop new strategies to engage ADHD students in the classroom.

• IDI 3: “It was good of our school to hold a seminar about neurodiverse students. I hope the government, or any organization will provide more seminars to help enable ADHD students to realize their potential in academic studies.”

Discussion

Experiences in teaching ADHD

Throughout the pandemic and the subsequent post-pandemic transition, teachers in Davao City have experienced significant challenges in teaching students with ADHD. This is consistent with Sibley et al. (2018), who noted that professionals and teachers often feel overwhelmed by the recurring difficulties in teaching ADHD students. Despite their efforts to cope, the transition back to in-person teaching has highlighted ongoing struggles due to a lack of sufficient knowledge and support, as well as the disruptive behaviors of ADHD students, as discussed by Katherine Ellison-Bourne (2016).

Cognitive Load Theory (CLT) provides a useful lens for understanding these challenges. CLT posits that working memory has a limited capacity and can become overloaded when students are exposed to too much information at once. This is particularly relevant for ADHD students who may already struggle with working memory and focus. The post-pandemic return to in-person learning introduced new teaching methods and information, which can be overwhelming for both teachers and students, leading to cognitive overload.

Teachers’ experiences, as captured in the study, underscore the importance of managing cognitive load effectively. For instance, breaking down complex tasks into smaller steps and using visual aids can help ADHD students process information better. By aligning teaching strategies with the principles of CLT, educators can reduce the cognitive burden on ADHD students, making learning more manageable and effective.

Positive views and fulfillment

Despite the challenges, teachers also reported positive experiences and a sense of fulfillment from teaching ADHD students. This aligns with Sandra F. Rief (2016), who noted that teachers often focus on managing behavior and celebrating the progress of ADHD students. However, excessive joy and activity from ADHD students can disrupt classroom sessions, as highlighted by Shirin Hasan (2020).

These positive experiences are also connected to CLT. When teachers see progress in their ADHD students, it indicates that the strategies they are using to manage cognitive load and behavior are effective. This progress not only benefits the students but also reinforces teachers’ commitment to their profession and their belief in the potential of ADHD students.

Expected outcomes and challenges

Teachers’ expectations and the recurring challenges they face are also illuminated by CLT. As noted by Sandra F. Rief (2016) and Sibley et al. (2018), teachers often find themselves dealing with the same behavioral issues repeatedly. The post-pandemic transition has introduced new dynamics, but the core difficulties remain the same.

This persistence of challenges can be partly explained by cognitive overload. The constant need to manage disruptive behaviors while delivering educational content can strain teachers’ cognitive resources. By recognizing this, educational institutions can provide better support and training to help teachers manage their cognitive load and improve their teaching effectiveness.

Teachers’ coping mechanisms

Teaching ADHD students requires significant effort and resilience. According to Lawrence et al. (2017), teachers often develop coping mechanisms through informal means, but formal support and training can greatly enhance their ability to manage ADHD students effectively.

Self-Determination Theory (SDT) provides a framework for understanding these coping mechanisms. SDT emphasizes the importance of autonomy, competence, and relatedness in fostering intrinsic motivation. Teachers who are self-motivated and seek long-term rewards, as noted by Susan Young et al. (2020), demonstrate the principles of SDT. They delay immediate gratification for the sake of achieving long-term educational goals.

Seeking support from colleagues and other professionals is another key coping mechanism. Peter D. MacIntyre et al. (2020) highlighted the importance of instrumental support, which aligns with SDT’s focus on relatedness. By seeking advice and sharing experiences, teachers can build a supportive network that enhances their competence and sense of belonging. This collective approach helps them manage the stress and challenges of teaching ADHD students more effectively.

Continuous training and proper planning

Continuous training is crucial for helping teachers cope with the demands of teaching ADHD students. As Dr Miguel Villa-de Gregorio et al. (2023) pointed out, inadequate training can hinder teachers’ effectiveness. Continuous professional development, focused on specific strategies for managing ADHD, aligns with the SDT principle of competence. By equipping teachers with the necessary skills and knowledge, they can feel more confident and capable in their roles.

Proper planning is also essential. Using effective teaching strategies, creating structured routines, and collaborating with parents and professionals are vital for supporting ADHD students, as noted by Dupaul and Langberg (2015). These strategies help manage cognitive load and create a supportive learning environment, which are crucial for both teachers and students.

Teachers’ gains from teaching ADHD students

Teaching ADHD students can be highly rewarding for teachers. As Sandra F. Rief (2016) and Shirin Hasan (2020) noted, the progress and positive behaviors of ADHD students can bring great fulfillment to teachers, despite the challenges.

Collaborative Problem-Solving Theory (CPS) offers insights into these experiences. CPS emphasizes understanding the root causes of challenging behaviors and developing mutually acceptable solutions through collaboration. This approach helps teachers build positive relationships with ADHD students and fosters a supportive classroom environment. By engaging in CPS, teachers can address the individual needs of ADHD students more effectively, leading to better academic and social outcomes.

Moreover, Self-Determination Theory (SDT) is also relevant here. SDT highlights the importance of autonomy, competence, and relatedness in motivating behavior. When teachers see the progress of their ADHD students, it reinforces their sense of competence and relatedness. They feel more connected to their students and more confident in their teaching abilities. This intrinsic motivation drives them to continue supporting their students and improving their teaching practices.

Professional development and inclusivity

According to the National Resource Center on ADHD, professional development and training are essential for better educating ADHD students. These strategies aim to create an inclusive learning environment that meets the specific needs of ADHD students and promotes their academic success and well-being. This aligns with the principles of CPS and SDT, as it emphasizes collaboration, competence, and relatedness.

Teaching ADHD students not only benefits the students but also enhances teachers’ professional growth. By applying the principles of CPS and SDT, teachers can develop effective strategies for managing ADHD behaviors and fostering a positive learning environment. This professional development, in turn, motivates teachers and improves their overall job satisfaction.

In conclusion, the findings of this study are closely linked to the theoretical frameworks of Cognitive Load Theory (CLT), Self-Determination Theory (SDT), and Collaborative Problem-Solving Theory (CPS). These frameworks provide valuable insights into the experiences, coping mechanisms, and gains of teachers working with ADHD students. By applying these theories, educators can enhance their teaching practices, better support their ADHD students, and achieve greater fulfillment in their professional roles.

Summary

In summary, the research conducted for this paper reflects the unaddressed issues ADHD students face in the current educational environment in the Philippines. The concern pressed is that of teachers handling students with ADHD. The theoretical lens discusses three methods that effectively aid in handling students and the different aspects of teaching in these kinds of situations. This is all in prospect to the quality of education that special needs students are unfortunately lacking, specifically in Davao City. Education for those with neurodevelopmental disorders provides a challenge for teachers, therefore, to maintain a desirable classroom environment, they (the teachers) must be informed of the proper procedures regarding ADHD students. Thus, the primary focus is on the experiences teachers face when handling students with ADHD.

Conclusion

Teachers have different experiences with handling ADHD. There are some moderate experiences, and there are serious experiences that would make them anguish for quite a long time. They cope with the help of their colleagues and workmates. Sharing the experiences of each other and eating with them to release the stress out of their body. Professional Licensed Teachers also have their own strategy in handling students diagnosed with ADHD. They also learned the nature of the students who are diagnosed with ADHD. With that knowledge, they had come up with a strategy on how to handle them.

Majority of our participants mentioned the issue about the awareness and knowledge of the Teachers who are still new in the field. Some say that they cannot handle the student efficiently, or they cannot handle the stress itself. Numerous teachers punished those ADHD students without having knowledge about the disorder. We would recommend for the government to implement a Seminar discussing the nature of ADHD itself and how to handle it. Our Recommendation in our research is that we can expand our scope. If we have the chance, we will also interview those ADHD students with regards to how they feel towards their Educators.

Footnotes

Declaration of conflicting interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

ORCID iDs

Jessie Martin Suaybaguio

Jerrica Joy Serra

Author Biographies

Jessie Martin Suaybaguio, graduated Senior High School in the strand of ICT-PRG at Mapua Malayan Colleges Mindanao. Fond of foreign languages and the usage of the Internet. Research interests include Linguistics, Education special needs, Global epidemic, Computers.

Jasper Otto T. Bernardo, graduated Highschool in the ICT-TVL strand in Mapua Malayan Colleges Mindanao. Research Interests are Art, Programming and Education.

Jerrica Joy Serra, LPT, MEd, LT, earned her Bachelor's degree in Secondary Education with a major in English, and a Master's degree in Education with a specialization in Language Teaching major in English from the University of Southeastern Philippines, Obrero Campus. She is a full-time faculty member in the Senior High School Department at Mapua Malayan Colleges Mindanao, where she teaches English and Research subjects. Her research interests include language, linguistics, and the education of learners with special needs.

Mohammad Dimalna, graduate of Mapua Malayan Colleges Mindanao, Senior High School, ICT-PRG strand. Currently a freshman at the Ateneo de Davao University, pursuing Business and Management. Research Interests are Business, Commerce, Education, and the Stock Market.

Zeniff Zy Gonzaga, graduate of Senior High at Mapua Malayan colleges, in his free time he like to do digital art, and sometimes get paid for them, he is an aspiring IT and his only goal in life is to be self-reliant and live a comfortable life, still able to help others in need.

Michael Maglana, graduate of Mapua Malayan Colleges Mindanao’s ICT Programming strand. Now a freshman at the University of Santo Tomas Manila continuing his academic studies. Research Interests are Education, Programming, and Animating.

References

Ali Jamali

Heidari

(2014) The important role of lesson plan on educational achievement of Iranian EFL teachers’ attitudes. International Journal of Foreign Language Teaching & Research 3(5): 25–31. article_557178_e1dd8862e78e270133185377871b88c4-libre.pdf (d1wqtxts1xzle7.cloudfront.net).

Andrew & Jonathan (2006) Focus group method and methodology: current practice and recent debate. https://www.researchgate.net/publication/249021949_Focus_group_method_and_methodology_Current_practice_and_recent_debate

Aondolumun

(2017) Effective Teaching Strategies. Research Gate. Available at: https://www.researchgate.net/profile/Geoffrey-Ayua/publication/337946302_EFFECTIVE_TEACHING_STRATEGIES/links/5df7531992851c836480c679/EFFECTIVE-TEACHING-STRATEGIES.pdf.

Arora

(2019) Online learning. https://www.researchgate.net/publication/332833360_Online_Learning

Braun

Clarke

(2006) Using thematic analysis in psychology. Qualitative Research in Psychology 3(2): 77–101. DOI: 10.1191/1478088706qp063oa.

Chen

Tachmazidis

Batsakis

, et al. (2023). Diagnosing attention-deficit hyperactivity disorder (ADHD) using artificial intelligence: a clinical study in the UK. Frontiers in Psychiatry, 14: 1164433. (frontiersin.org).

Creswell

(1998). Qualitative Inquiry and Research Design: Choosing Among Five Traditions. https://psycnet.apa.org/record/1997-36445-000133

Creswell (2013) Research design. Qualitative Phenomenological Research. https://digitalcommons.unl.edu/dberspeakers/48/

Department of Education (Director) . (2016) DepEd campaigns for better ADHD awareness. https://www.deped.gov.ph/2016/10/24/deped-campaigns-for-better-ad-hd-awareness/

10.

Dupaul

George J.

Langberg

J. M.

R. A. Barkley (Ed.) (2015) Educational impairments in children with ADHD. Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (4th): 169–190. Available at: https://psycnet.apa.org/record/2014-57877-006

11.

Ellison-Bourne

CNA

(2016) Levelling the Playing Field and Learning outside the Box: A Study of Supported Learning in Post-compulsory Education. Doctoral dissertation, University of Reading.

12.

Flavier

(2016) ADHD now prevalent among adults. Edge Davao. https://edgedavao.net/the-big-news/2016/10/adhd-now-prevalent-among-adults-experts/

13.

Hancock

Ockleford

Windridge

(2001) An Introduction to Qualitative Research. London: Trent focus group. 5_Introduction-to-qualitative-research-2009-libre.pdf (d1wqtxts1xzle7.cloudfront.net).

14.

Harazni

Alkaissi

(2015) The experiences of mothers and teachers of attention deficit/hyperactivity disorder children, and their management practices for the behaviors of the child a descriptive phenomenological study. https://eric.ed.gov/?id=EJ1092501. https://eric.ed.gov/?id=EJ1092501

15.

Hasan

(2020) The impact of ADHD on students. ADHD and school. https://kidshealth.org/en/parents/adhd-school.html

16.

Hodgkins

Setyawan

Mitra

, et al. (2013) Management of ADHD in children across Europe: patient demographics, physician characteristics and treatment patterns. European Journal of Pediatrics 172: 895–906. springer.com.

17.

Kairuz

Crump

O’Brien

(2007) Perspectives on Qualitative Research. Part 2: Useful Tools for Data Collection and Analysis. ResearchGate. Available at: https://www.researchgate.net/publication/43499524_Perspectives_on_qualitative_research_Part_2_Useful_tools_for_data_collection_and_analysis.

18.

Kirschner

Sweller

Kirschner

, et al. (2018) From Cognitive Load Theory to Collaborative Cognitive Load Theory. Springer Link. Available at: https://link-springer-com-443.web.bisu.edu.cn/article/10.1007/S11412-018-9277-Y.

19.

Koposov

Fossum

Frodl

, et al. (2017) Clinical decision support systems in child and adolescent psychiatry: a systematic review. European Child & Adolescent Psychiatry 26: 1309–1317. springer.com.

20.

Lawrence

Estrada

McCormick

(2017) Teachers' experiences with and perceptions of students with attention deficit/hyperactivity disorder. Journal of Pediatric Nursing 36: 141–148.

21.

Lincoln and Guba (1985) Qualitative research guidelines. Trustworthiness of a research. RWJF - Qualitative Research Guidelines Project | Lincoln & Guba | Lincoln and Guba's Evaluative Criteria (qualres.org).

22.

Louden

Perry F.

Jr. Middle Tennesse State University ProQuest Dissertations & Theses (2013) Teaching the Struggling Add/Adhd Student: The Contrast Between Best Practices Identified By Researchers to Be Successful And What Practices Teachers Implement With Students in The Public School Classroom.

23.

MacIntyre

Gregersen

Mercer

(2020) Language teachers’ coping strategies during the Covid-19 conversion to online teaching: correlations with stress, wellbeing and negative emotions. System 94: 102352, Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions – ScienceDirect.

24.

Moore

(2017) Child: Care, Health and Development. Wiley Online Library.

25.

Moore

Russell

Arnell

, et al. (2017) Educators’ experiences of managing students with ADHD: a qualitative study. Child: Care, Health and Development 43(4): 489–498, Wiley Online Library.

26.

Prior

(ed) (2020) Purposive Sampling: Complex or Simple? Research Case Examples. https://journals-sagepub-com-s.web.bisu.edu.cn/doi/abs/10.1177/1744987120927206?journalCode=jrnb

27.

Rief

(2016) How to reach and teach children and teens with ADD/ADHD. In: Teach Children and Teens with ADD/ADHD - Sandra F. Rief - Google Books. John Wiley & Sons. How to Reach and.

28.

Ryan

Deci

(2018) Brick by Brick: The Origins, Development, and Future of Self-Determination Theory. APA PsycNet. Available at: https://psycnet.apa.org/record/2019-72437-004.

29.

Sibley

Rohde

Swanson

, et al. (2018) Late-onset ADHD reconsidered with comprehensive repeated assessments between ages 10 and 25. American Journal of Psychiatry, 175(2), 140-149. psychiatryonline.org.

30.

Villa-de Gregorio

Palomo-Nieto

Gómez-Ruano

MÁ

, et al. (2023) Attentional neurodiversity in physical education lessons: a sustainable and inclusive challenge for teachers. Sustainability 15(6): 5603.

31.

Waschbusch

Breaux

Babinski

(2019) School-based interventions for aggression and defiance in youth: a framework for evidence-based practice. School Mental Health 11: 92–105. DOI: 10.1007/s12310-018-9269-0.

32.

World Health Organization (2019) Attention Deficit Hyperactivity Disorder (ADHD). WHO. Available at: https://applications.emro.who.int/docs/EMRPUB_leaflet_2019_mnh_214_en.pdf?ua=1&ua=1.

33.

Young

Hollingdale

Absoud

, et al. (2020) Guidance for identification and treatment of individuals with attention deficit/hyperactivity disorder and autism spectrum disorder based upon expert consensus. BMC Medicine 18: 146. springer.com.