K-8 Teachers\u27 Experiences Instructing Students Diagnosed with ADHD: A Phenomenological Study

The purpose of this phenomenological study was to describe the lived experiences of teachers who have experience working with students diagnosed with ADHD in the K-8 public school system in the Mid-Atlantic United States. The problem is that the number of students diagnosed with ADHD is rapidly increasing, and yet, educators are not being provided with the knowledge or the skills to support these students in the classroom (Dort et al., 2020). Due to the large percentage of students diagnosed with ADHD, research is needed to provide insight into what methods are being used by teachers in an inclusive classroom to enhance classroom management and to help these students with their learning. The study’s central question is: What are the lived experiences of K-8 teachers who have experience educating students diagnosed with ADHD? Expectancy Value Theory (EVT) guided the study. The study used a qualitative design, and data was collected in the form of journal prompts, individual interviews, and two focus groups. All data was transcribed, examined, in vivo, open coded, and placed into themes that developed during the research. The findings of the study showed that formal training in ADHD and support techniques for students diagnosed with ADHD is severely lacking. It also revealed how crucial it is for teachers to make a connection with these students to help them to live up to their potential. Finally, medication was shown to be a strong support method that should not be arbitrarily dismissed when given under proper medical supervision