Investigating Teachers’ Preparedness and Challenges in Supporting ADHD Children in Primary Schools: Case Study of Primary Schools in Beni Saf, Ain Temouchent.

Abstract

III Abstract Attention-Deficit Hyperactivity Disorder (ADHD) is one of the most widespread childhood neurodevelopmental disorders, often leading to challenges in academic performance, social interactions, and classroom behaviors. In Algerian primary schools, children with ADHD may have difficulties maintaining focus, following instructions, and regulating impulses, which can disrupt their learning environment. Teachers play a vital role in addressing the unique needs of ADHD children. Yet, many face significant challenges in adapting their teaching methods and classroom management techniques to support these children effectively. This study aims to investigate teachers' preparedness and the challenges they encounter when supporting children with ADHD in primary schools. It focuses on schools in Beni Saf, Ain Temouchent, as a case study. To achieve these objectives, the study uses a qualitative research method, including three instruments: teachers' interviews, a clinical psychologist's interview, and classroom observations. The analysis of these study instruments highlighted a clear need for specialized teacher training in ADHD awareness and effective classroom strategies to support children with ADHD in their learning and ensure they have access to quality education.