Being the teacher I never had: mirroring in the induction of novice teachers with ADHD

This study examines entry into the teaching profession as reflected in the experiences of eight teachers with ADHD after completing their first year of teaching (induction year). Drawing on semi-structured, in-depth interviews, participants described how their early-career experiences centred on difficulties in their interactions with students and school staff, while simultaneously fostering growth and professional identity development. The findings coalesced around two core themes: (1) mirroring and resonance in teacher–student interactions and (2) mirroring and resonance in interactions between teachers and school staff. Reflecting on their experiences through these themes illuminated how vulnerabilities can function simultaneously as obstacles and as valuable resources. These findings underscore the need for tailored support that leverages the unique strengths of novice teachers with ADHD, with the potential to enhance their integration into the educational system, their professional competence, and their retention in the teaching profession.