Attention-deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders of childhood and significantly affects students’ behaviour, emotional functioning, social relationships, and academic achievement. In the school environment, students with ADHD often experience difficulties with behavioural self-regulation, organisation, sustained attention, and adaptive functioning, which requires teachers to use a range of behavioural and pedagogical strategies, as well as instructional accommodations. Teachers play a key role in this process, as appropriate approaches can significantly contribute to students’ academic success and inclusion in the classroom community.
This master’s thesis examined which specific supports teachers in Slovenian primary schools most frequently use when working with students with ADHD, which barriers they perceive in implementing these supports, and how the use of these supports is associated with the adaptive functioning of primary school students with ADHD. The study included 268 primary classroom and subject teachers. Data were collected using a non-standardised survey questionnaire that included translations of the AFSQ (Adaptive Functioning School Questionnaire) and the SSC (School Supports Checklist).
The results indicate that teachers most frequently use strategies based on direct communication, minor organisational adjustments to instruction, positive behavioural guidance, and immediate feedback, while more structured and systematic forms of support are used less often. The most commonly reported barriers were the perceived unsuitability of particular strategies for an individual student, lack of time, and large class sizes. Statistically significant differences were also found between primary classroom teachers and subject teachers, with primary classroom teachers reporting more frequent use of support strategies. In the area of adaptive functioning, teachers perceived the greatest difficulties in social and behavioural adjustment. Correlation analyses showed predominantly very weak associations between the frequency of support strategy use and the individual areas of adaptive functioning. After applying the Bonferroni correction, none of the examined associations reached the adjusted level of statistical significance.
The findings highlight the importance of systematically planning support tailored to the individual needs of students with ADHD and ensuring conditions for its consistent implementation. This thesis contributes to a better understanding of support practices and barriers in Slovenian primary schools and provides a basis for further professional development for teachers and the development of comprehensive support across different areas of adaptive functioning.
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