Teachers’ Strategies and Challenges in Enhancing the Attention Span of Learners with Attention Deficit Hyperactivity Disorder (ADHD)

Abstract

This study examined the strategies used by special education teachers and the challenges they encountered in enhancing the attention span of learners diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). A descriptive correlational research design was employed, and data were collected through structured questionnaires administered to Grades Four to Six teachers in three inclusive schools in Cabanatuan City. The study assessed instructional, behavioral, and classroom management strategies, as well as the obstacles that hinder their application. Results indicated that teachers strongly agreed on the effectiveness of structured routines, visual aids, positive reinforcement, and clearly defined behavioral expectations in supporting learners’ attention span. Nonetheless, they reported significant challenges such as limited training opportunities, lack of resources, time constraints, and difficulties in managing impulsivity and sustaining attention. Statistical analysis revealed a positive correlation between the challenges encountered and the implementation of classroom management strategies. The study concludes that while teachers employ effective approaches to address attention difficulties, sustained support is essential. It recommends targeted training, adaptive techniques, and stronger parent-teacher collaboration to foster inclusive and supportive learning environments for learners with attention-related difficulties