What question did this study set out to answer?

To explore teacher perspectives on Social-Emotional Learning (SEL) for students with ADHD and identify challenges in implementation.

Social–Emotional Learning for students with ADHD: investigating teacher perspectives and practices

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Mixed-methods study investigates teacher attitudes and practices for SEL in students with ADHD, highlighting challenges.

To explore teacher perspectives on Social-Emotional Learning (SEL) for students with ADHD and identify challenges in implementation.
Mixed-methods approach
Self-report quantitative survey administered to 144 primary school teachers
Qualitative open-ended questions to supplement quantitative data
Data analysis focused on demographic factors such as gender, job title, experience, and academic qualifications.
Significant differences in perceptions and practices of SEL based on teacher gender
No significant differences found related to job title, years of experience, or academic qualifications
Teachers recognize the importance of SEL but encounter systemic barriers affecting implementation.

Kushi et al. (2026) studied this question.

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