Abstract
Children with ADHD face unique learning needs that are sometimes difficult to accommodate in the classroom. This article presents findings from a qualitative study of seven students with ADHD. Students wanted teachers to initiate classroom support subtly, be available for conversations about their learning, and value peer relationships as additional support. They wanted to be able to express their own learning preferences and have their teachers take them seriously and act on them. This article provides ideas and advice for teachers about developing a classroom climate that supports students with ADHD to learn.
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