Teachers’ attitudes towards attention deficit hyperactivity disorder and management strategies for pupils in Kisii County, Kenya

Josephine N. Nyamwange; Peter Odera; Edward O. Khasakhala

doi:10.51867/ajernet.6.2.36

Authors

Josephine N. Nyamwange Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0009-0005-1448-3407
Peter Odera Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0002-0493-3620
Edward O. Khasakhala Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0001-6513-1552

DOI:

https://doi.org/10.51867/ajernet.6.2.36

Keywords:

Abnormal Behaviours, Attention Deficit Hyperactivity Disorder, Excessive Physical Activities, Impulsive Reactions, Teachers, Pupils

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is among the most common mental health conditions affecting children's learning, often associated with impulsivity, hyperactivity, emotional dysregulation, and learning difficulties. Pupils displaying ADHD-related behaviours frequently trigger varied emotional responses in teachers, many of whom feel inadequately prepared to manage such challenges. This study aimed to examine teachers' attitudes towards pupils exhibiting ADHD related behaviours against management strategies they employ to manage affected pupils in Kisii County, Kenya. Specifically, it explored the relationship between teacher attitudes and management strategies as grounded by Behaviourism and Social Learning theories. The study adopted a correlational research design. Using a proportionate sampling technic, 323 teachers were selected from a population of 3,852, in addition to 8 head teachers and 16 class teachers. Data were collected using questionnaires, discussion guides and interview schedules. Data were analysed using descriptive statistics, correlation, regression, and thematic analysis. Results revealed a significant positive correlation between teacher attitudes and learner management strategies (r = 0.325, p < 0.05), yet overall attitudes toward ADHD remained predominantly negative. The study concludes that teachers hold negative attitudes towards ADHD-related behaviours. The study recommends promoting inclusive education policies to support integration of students with ADHD into regular classrooms and encouraging teachers to adopt evidence-based management strategies. This research supports the use of antecedent-based approaches—such as establishing clear expectations and structured routines—as effective tools for managing ADHD-related behaviours.

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