Exploring daycare teachers’ experiences in managing ADHD learners in inclusive classrooms

Abstract

This phenomenological study explored the lived experiences of daycare teachers managing learners with Attention-Deficit/Hyperactivity Disorder (ADHD) in inclusive classroom settings. Guided by Colaizzi’s descriptive phenomenological method, the study drew insights from in-depth interviews with 15 purposively selected teachers in Ilocos Norte. Five essential themes emerged: navigating behavioral unpredictability, struggling to form emotional connections, relying on improvised strategies, experiencing inconsistent support, and managing moral tensions between care and systemic constraints. Participants described being emotionally vigilant, pedagogically creative, and ethically committed, yet often under-resourced and unsupported. The essence of their experience lies in the tension between their dedication to inclusive ideals and the realities of limited institutional capacity. The findings underscore the importance of professional development that integrates reflective and emotional dimensions, as well as systemic reforms that provide sustained support for inclusive teaching. By centering teachers’ voices and experiences, this study contributes to a deeper understanding of the human dimension of inclusion in early childhood education.