How teachers implement micro-level practices in attention deficit hyperactivity disorder involving classroom dynamics

Abstract

From a resource-oriented perspective, this study investigated the low-threshold and fast-to-implement practices teachers in mainstream education establish for students diagnosed with attention deficit hyperactivity disorder in the classroom and how these practices were introduced into classroom dynamics. For this purpose, we used the critical incident technique in the focus group discussions. The teachers outlined the resourceful practices that they implement, tailored creatively, often spontaneously and flexibly, without lengthy coordination or application processes. However, other students’ immediate acceptance of such practices was rare, as they often felt unfairly treated and initiated a discussion on fairness. The teachers then involved the other students actively in the introduction process to develop not only individual but also collective strategies. Through a joint introduction, some effective practices that were originally developed for students diagnosed with ADHD become available to everyone. The resulting increase in well-being and integration benefitted all actors in the class and prevented exclusionary practices.