Bridging Challenges and Triumphs: Lived Experiences of Teachers Handling Students with Attention Deficit Hyperactivity Disorder in Mainstream Classrooms

Christy Joy  Dacula,

Bridging Challenges and Triumphs: Lived Experiences of Teachers Handling Students with Attention Deficit Hyperactivity Disorder in Mainstream Classrooms

Discipline: Education

Abstract:

This phenomenological study explored the lived experiences of teachers handling students with Attention Deficit Hyperactivity Disorder (ADHD) in mainstream classrooms. While inclusive education initiatives have gained momentum globally and in the Philippines, teachers continue to face significant challenges in addressing the diverse academic and behavioral needs of learners with ADHD. Semi-structured interviews were conducted with ten mainstream classroom teachers in the Province of Cotabato, Philippines, all of whom had direct teaching experience with clinically diagnosed ADHD students. Data were analyzed thematically to identify recurring patterns and insights from participants' narratives. Findings revealed that teachers' day-to-day experiences were characterized by mixed emotions—balancing empathy, patience, and fulfillment with frustration, stress, and exhaustion. Effective strategies included structured routines, task segmentation, positive reinforcement, multisensory teaching approaches, and strong collaboration with parents. Teachers described their moments of achievement not in terms of significant milestones, but rather in terms of incremental progress, such as improvements in self-control, task completion, and social interaction. Despite these triumphs, participants highlighted gaps in training, resources, and institutional support, recommending professional development, strengthened policy implementation, collaborative networks, and psychosocial interventions to improve their working conditions. The study concludes that teaching students with ADHD in mainstream classrooms is both demanding and transformative. While it intensifies teachers' workloads and emotional stress, it also fosters resilience, adaptability, and professional growth. Addressing systemic gaps is crucial to empowering teachers, sustaining inclusive education practices, and ensuring equitable learning outcomes for students with ADHD.

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