Understanding Teachers’ Experiences Supporting Students with ADHD-Related Behaviors: A Social and Cultural Perspective

Abstract

This study explores the perspectives and experiences of five Filipino teachers in supporting students who exhibit characteristics of Attention-Deficit/Hyperactivity Disorder (ADHD) within general education classrooms. Using a qualitative approach, semi-structured interviews were conducted, and findings were synthesized through cross-case thematic analysis. Results reveal that teachers navigate social, relational, and cultural challenges by employing strategies such as structured discussions, collaboration with families, positive reinforcement, support staff involvement, and cooperative learning. These practices highlight the broader social and cultural role of teachers in mediating inclusion, fostering community, and addressing social-emotional needs within classrooms. The study underscores the importance of teacher initiative, empathy, and culturally informed decision-making in supporting diverse learners, illustrating how classroom practices intersect with broader societal norms and expectations.