Strengthening relationships with students with ADHD symptomology: A qualitative study about teacher perspectives.

ABSTRACT: This qualitative study explores teacher perspectives about student-teacher relationships (STRs) with students with ADHD symptomology. We conducted semi-structured interviews with 17 kindergarten through 8^th grade teachers in a large urban school district in the northeast United States. We used thematic analysis to identify key themes related to teacher perspectives on the importance of STRs with students with ADHD symptomology, such as perceptions that STRs help teachers better meet student needs. We also identified themes related to strategies teachers use in their everyday practice to strengthen these relationships, such as specific ways they foster connections and tailor interactions with individual students.

SUBMITTER: Tavlin S 

PROVIDER: S-EPMC12309763 | biostudies-literature | 2025 Jan

REPOSITORIES: biostudies-literature