Teaching as a corrective experience for self and others: narratives of teachers with ADHD

Abstract

ABSTRACT Adults with ADHD face multiple challenges, some occupational. While many experienced numerous difficulties as pupils, some chose to train as teachers. Antonovsky’s salutogenic model argues that developing a stronger sense of coherence (SOC) may help these teachers to better cope with ADHD’s challenges. This study uses grounded theory to explore the perceptions of teachers with ADHD regarding their role, their choice to become teachers and how their SOC developed. The authors explore the narratives of 32 teachers with ADHD and divide them into three stages: childhood with its ADHD challenges; developing a higher SOC after ADHD diagnosis and adoption of coping strategies; and discovering potential advantages of ADHD. Training as teachers and returning to school as professionals provided these teachers and their pupils with a corrective experience and enabled teachers with ADHD to develop a better and more effective connection with the pupils’ parents.