Students with attention deficit hyperactivity disorder (ADHD) face numerous challenges in academic, behavioral, and social domains due to difficulties with inattention, hyperactivity, and impulsivity. Those with pronounced attention and hyperactivity difficulties are often classified as children with special needs and are therefore entitled to additional professional support (APS). It is essential that support for students with ADHD is designed holistically and involves all key stakeholders in the learning process. This master’s thesis examines various aspects of APS implementation for students with ADHD in primary schools. In addition to exploring the characteristics of APS provision, the study focuses on the collaboration of APS providers with other stakeholders involved in the students’ education and daily lives. A mixed-methods approach was employed, combining quantitative (questionnaire) and qualitative (interview) methods. The quantitative phase included 40 APS providers working in primary schools, while the qualitative phase involved four special education teachers serving as APS providers. Findings from the questionnaire indicated that APS providers rated their knowledge of support strategies and ADHD characteristics as good. Their work primarily focused on improving students’ self-control and task engagement, as these were identified as major challenges. Support was most often delivered individually, outside the classroom, using techniques such as guided conversation and relaxation strategies. Incorporating movement into lessons was highlighted as the most effective form of support. The study found no significant differences in the frequency of teaching methods or support strategies based on providers’ educational background or years of experience, except in the use of relaxation techniques, which were applied more frequently by those with greater experience. Collaboration with parents, classroom teachers, and peers was generally effective, although it was sometimes hindered by limited awareness and understanding of ADHD within the social environment, as well as time constraints faced by professionals and parents. APS providers reported a need for emotional support from school counseling services and leadership, which they generally assessed as effective. Cooperation with external institutions was rare. Overall, providers evaluated APS implementation for students with ADHD as successful, attributing positive outcomes mainly to strong collaboration with teachers and parents. They felt most effective when delivering support outside the classroom and least effective when working with external institutions. Less experienced providers reported lower confidence in collaborating with external institutions and in-class support. To improve support for students with ADHD, providers emphasized the need for additional training, greater societal understanding of ADHD, stronger institutional support, and improved material and spatial conditions. The qualitative findings confirmed the quantitative results and additionally highlighted effective strategies for engaging students in the support process, including the use of tools such as visual aids and time-management devices. These findings provide valuable insights into APS implementation for students with ADHD and may inform the development of comprehensive support guidelines.
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