The unexplored achievement gap: A phenomenological study of the experiences of teachers of elementary school students with attentiondeficit/hyperacitvity disorder

Abstract

Diagnosis and treatment of students with Attention Deficit-Hyperactivity Disorder (ADHD) is increasing at a rapid rate. There are a number of problems associated with ADHD that students may face, including academic obstacles, issues with classroom engagement, and social concerns. The purpose of this phenomenological study was to describe the experiences and perceptions teachers who work with elementary students who have been diagnosed with ADHD and are receiving medication in regards to their classroom engagement, academic achievement, and non-instruction time at a large, suburban elementary school. Examining teacher perceptions added to the body of knowledge surrounding the academic and behavior status of medicated students and illuminated ways teachers may help these students close their academic and social gaps. Data was collected through the use of teacher-created documents, interviews, and classroom observations. Phenomenological analysis was utilized for in-depth interviews, while an open coding technique was used for documents and observations. Two overarching themes were illuminated during analysis: medication affects how students with ADHD perform academically and behaviorally; and the effects of ADHD and medicated students with ADHD impact a teacher’s work in the classroom. The experiences of these teachers suggest that teachers need to have an increased knowledge of ADHD and should be provided with more training around the condition, in order to best meet the needs of these students. Also, employing the tenets of democratic education may assist teachers as they strive to meet the needs of all learners