Exploring Secondary Teachers’ Views of Attention Deficit Hyperactivity Disorder (ADHD)

Loveridge, Catherine Elizabeth (2026) Exploring Secondary Teachers’ Views of Attention Deficit Hyperactivity Disorder (ADHD). Doctoral thesis, University of East Anglia.

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Abstract

Understanding of ADHD continues to evolve over time. As Educational Psychologists work alongside teachers to support the development of inclusive practices, gaining insight into teachers’ perspectives enables the design of support that is responsive to their needs.

Underpinned by a critical realist approach, this research recognised ADHD as a neurodiverse condition with biological foundations and explored five secondary school teachers’ views and experiences of working with students with ADHD. Semi-structured interviews examined the social, cultural, and personal influences shaping teachers’ interpretations and consequently their responses to students.

Data was analysed through Reflexive Thematic Analysis, generating one overarching theme ‘Knowing what and not why’ and three themes: Disruption, Responsibility and Personal Experiences.

Findings indicated that teachers held varied levels of understanding. Some constructed narratives are based predominantly on observable behaviours and their impact on classroom environments, consistently framing these behaviours as disruptive. These interpretations predominantly led to behaviour management responses. Others reflected adaptive approaches informed by their understanding of interacting factors, adjusting environments and implementing strategies to support students’ needs.

Teachers’ perceptions of their responsibility to meet high academic and behavioural expectations differed. Some described sharing responsibility within wider support systems, which promoted consistency but often relied on generic responses and strategies. Others experienced individual responsibility, which reduced their capacity to respond effectively. This led some to rely on behaviour management approaches, while those with a deeper understanding recognised inconsistencies across their settings and adopted relational approaches themselves.

Teachers’ Personal Experiences, including positive familial and professional interactions, appeared to motivate a deeper understanding and increased relational responses, while challenging experiences correlated with increased behavioural interpretations and reduced empathetic understanding.

This research highlights implications for Educational Psychologists in supporting schools to move beyond behaviour recognition to enable deeper understanding by addressing structural, psychological, and relational factors that shape teachers’ interpretations and practice.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	15 Oct 2026 07:20
Last Modified:	15 Oct 2026 07:20
URI:	https://ueaeprints.uea.ac.uk/id/eprint/104779
DOI:

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