Advancing Inclusive Classroom Support for Learners with ADHD

Supporting learners with attention deficit conditions remains one of the most pressing challenges facing South African classrooms today.

Teachers are expected to respond to diverse learning needs while working in environments that are often large, complex and resource-constrained.

New research by Ms Shakira Latiff and Ms Yamiska Jagesur, who graduated with Master of Education in Educational Psychology degrees from the University of KwaZulu-Natal (UKZN), contributed important insights into how educators are navigating these realities across both mainstream and specialised school contexts.

Their dissertations were completed under the supervision of Dr Visvaranie Jairam.

Although their studies focused on different school environments, together their research highlights the practical strategies teachers are using to support learners with attention deficit conditions and the support systems still needed to strengthen inclusive education in South Africa.

Ms Shakira Latiff

Supporting educators working with learners with ADHD in mainstream classrooms

Latiff’s study explored educators’ experiences of teaching learners with attention deficit hyperactivity disorder (ADHD) in mainstream classrooms, an issue she encountered frequently while observing teaching environments where educators were expected to meet diverse learning needs without sufficient support.

“I was motivated by the growing number of learners with ADHD in mainstream classrooms and the challenges educators face in supporting them,” she explained. “Many teachers feel underprepared and overwhelmed, which sparked my interest in understanding their real experiences and needs.”

Latiff’s research confirmed that educators remain committed to inclusive teaching, but often face structural barriers that affect their ability to provide effective support. Participants identified large class sizes, limited specialised training and shortages of classroom resources as key challenges. Teachers also reported difficulty managing disruptive behaviour while maintaining learning progress for the entire class.

“It is important because effective support directly impacts learners’ academic success and behaviour,” Latiff said. “Understanding teachers’ approaches helps identify gaps, improve teaching strategies, and ensure inclusive education is meaningful rather than just policy.”

Despite these pressures, educators described a range of practical strategies that help improve learning outcomes. Structured routines, positive reinforcement, differentiated instruction and careful classroom organisation emerged as important tools for supporting learners with ADHD. Collaboration with parents and specialists was also identified as essential.

“Strategies included structured routines, positive reinforcement, differentiated instruction, seating arrangements, and building strong teacher-learner relationships,” she said.

Latiff believes these findings can support improvements in teacher training and strengthen inclusive education practice across the country.

“I hope my research will raise awareness, influence teacher training, and support policy development,” she said. “Ultimately, I aim to contribute to a more inclusive education system where learners with ADHD receive the support they need to succeed.”

Ms Yamiska Jagesur

Strengthening support strategies in specialised learning environments

Working within the field of special education shaped Jagesur’s decision to investigate how educators cope with supporting learners with attention deficit conditions in specialised school settings. Her research focused on the experiences of teachers working with learners who require targeted educational interventions beyond what mainstream classrooms can provide.

“I am currently working in the field of special education with learners who are unable to cope in mainstream schools and require specialised educational interventions and support,” she explained. “This motivated me to investigate how other educators navigate similar challenges.”

Her study revealed that professional development opportunities specifically designed for special needs contexts remain limited. As a result, many educators rely on collaboration with colleagues and their own experience to develop strategies for supporting learners effectively.

“Educators revealed that their understanding of ADHD is often limited and that professional development opportunities focusing specifically on supporting learners with ADHD in special needs contexts are almost non-existent,” she said.

Teachers reported that structured classroom routines, reduced distractions and carefully adapted lesson activities helped improve engagement and learning outcomes. Behaviour support strategies, organisational skills development and extended time for tasks were also identified as effective.

“Effective approaches focus on creating structured environments, promoting positive behaviour, and adapting lessons to enhance engagement,” she explained.

Jagesur emphasised that understanding these strategies was essential in a national context where educators must respond to diverse learner needs while working within constrained resources.

“In the South African context, where classrooms are often diverse and resource-constrained, educators are expected to implement inclusive education practices while addressing a wide range of learner needs,” she said. “Gaining insight into effective support strategies ensures that learners with ADHD are not marginalised within the education system.”

Her research also highlighted the importance of collaboration between educators, families and the wider education system in strengthening support for learners with attention deficit conditions.

“The findings may inform decision-making among school administrators, policymakers, Department of Education officials, and Learners with Special Educational Needs (LSEN) educators to improve support services for learners with ADHD,” she said.

Together, the work of Latiff and Jagesur contributes to a clearer understanding of how inclusive education can be strengthened across both mainstream and specialised school environments. Their research highlights the importance of supporting educators with practical tools, targeted training and collaborative systems that enable learners with attention deficit conditions to participate more fully in classroom life and achieve their academic potential.

Words: Lee Rondganger

Photograph: Sethu Dlamini