ADHD THROUGH THE EYES OF PRIMARY SCHOOL TEACHERS
ADHD THROUGH THE EYES OF PRIMARY SCHOOL TEACHERS

Summary/Abstract: This article examines ADHD from the perspective of primary school teachers by integrating findings from the specialized literature, the Romanian framework for inclusive education, the results of a descriptive study conducted in Bihor County, and observations from psychotherapeutic practice. A questionnaire was developed and administered to explore primary school teachers’ views on ADHD. 87 participants were included in this study, while the present analysis uses the 65 complete responses. The findings indicate that ADHD-related manifestations are common in mainstream classrooms, that a substantial proportion of students lack an official diagnosis, that the most salient difficulty concerns sustaining attention, and that teachers report a strong need for practical training. Classroom recommendations are formulated around environmental structuring, task segmentation, positive reinforcement, self-regulation, and collaboration among school, family, and specialists.

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