Exploring Teachers’ Role in Catering for ADHD Students in Elementary Schools in Lebanon

Abstract

Attention-Deficient Hyperactivity Disorder (ADHD) is a challenge facing teachers all over the world. ADHD is characterized by hyperactivity, impulsivity, and inattention. This research paper explores the role of teachers in handling ADHD students in elementary classes in Lebanon by mentioning the way of treatment and the strategies used to succeed in this mission. An exploratory convergent mixed-method approach was used in which the qualitative and quantitative data were collected in parallel and analyzed. First, an interview was done with a social health supervisor who has a diploma in behavioral cognitive therapy to explain from a scientific point of view the common symptoms of ADHD, the strategies a teacher should follow, and what a teacher should be aware of.  Then, a survey was filled out by teachers working at official schools, private schools, and specialized centers. The questionnaire assessed the teacher’s knowledge of ADHD, attitudes towards it, and the strategies they follow to handle students with ADHD. The obtained sample was 105 teachers. Qualitative data were triangulated with quantitative data to provide a comprehensive view of the role of teachers in handling ADHD students. The results of the analyses showed that using the right intervention techniques will help the teacher handle and control ADHD students and the students’ academic and behavioral performance will develop.