Abstract
This study delves into how teachers are managing and teaching ADHD students during the aftermath of the COVID-19 pandemic. Through interviews and observations from throughout the world, it explores the challenges faced and the strategies they have developed. Initial findings reveal heightened difficulties for ADHD students, but also innovative teaching methods and increased collaboration with others in the institution of Mapua Malayan Colleges Mindanao. Teachers emphasize flexible approaches, technological integration, and social-emotional learning. The study underscores the need for ongoing professional development and support systems to effectively address the needs of ADHD students in the post-pandemic time, highlighting the importance of adaptability and inclusivity in education.
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