Inclusive teaching for ADHD: Challenges and strategies in mainstream schools

Abstract

This study explores the challenges encountered and the strategies employed by elementary teachers to foster inclusive learning environments for students with ADHD. Using a qualitative phenomenological design, data were collected through structured interviews with six purposively selected elementary school teachers from a private institution in Laoag City, Ilocos Norte. Thematic analysis revealed three primary challenges: behavioral disruptions, instructional and pedagogical gaps, and limited institutional support. In response, teachers utilized behavior management interventions, differentiated instructional strategies, and collaborative support mechanisms. These findings suggest that while teachers demonstrate adaptability and commitment, systemic limitations and lack of structured support hinder the full realization of inclusive practices for learners with ADHD. Hence, the study recommends professional development initiatives, provision of assistive teaching resources, and the implementation of comprehensive inclusion policies to enhance the effectiveness of ADHD-inclusive education in mainstream classrooms.