A qualitative study of urban primary school teachers’ perceptions and experiences of Attention Deficit Hyperactivity Disorder (ADHD) in the classroom in KwaZulu-Natal

Abstract

The current qualitative study extends previous research and fills the contextual gap by conducting semi-structured interviews of KwaZulu-Natal, urban primary school teachers’ perceptions and experiences of ADHD in the classroom which was followed by a thematic analysis of the data collected. Three female primary school teachers from an urban context comprised the sample. Findings revealed that the teachers each had a thorough understanding of ADHD and were at most times able to exert their perceived control, as a result of their experience and knowledge, in a manner that created a positive classroom environment which in turn influenced their perceptions and experiences of ADHD to be positive. The findings further indicated that the teachers felt equipped in most cases due to their experiences with ADHD learners over the years, their personal experiences as well as their own efforts to broaden their knowledge of ADHD by attending external seminars. However, they each indicated this could be improved by receiving training programs from their schools. The findings of this study may encourage further research within different urban contexts of KZN and may further encourage schools to implement compulsory training programs associated with ADHD.