Understanding Classroom Engagement through Teacher Practices for Learners with ADHD: A study of Indian School Students

Abstract

Learners with Attention Deficit Hyperactivity Disorder (ADHD) often encounter difficulties in sustaining attention, regulating behavior and participating actively in inclusive classroom environments. While inclusive education policies advocate equitable learning opportunities, limited empirical attention has been given to classroom-level teacher interventions that support learner engagement. This study examines teacher-mediated classroom practices and their influence on the engagement of learners with ADHD in inclusive school settings in India Adopting a qualitative exploratory research design, data were gathered through systematic classroom observations, structured behavior checklists, and learner engagement activities, allowing for the inclusion of multiple perspectives. The findings reveal that adaptive instructional strategies, consistent routines, positive behavioral reinforcement and responsive teacher–student interactions contribute significantly to improved classroom engagement among learners with ADHD. Conversely, rigid instructional approaches and limited individual support were associated with reduced participation. The study underscores the critical role of teacher interventions in shaping inclusive classroom experiences and offers pedagogical insights for educators, teacher educators and policymakers seeking to enhance engagement and academic participation of learners with ADHD.