Supporting the Supporters: What International Families and Schools Need to Know About Teachers of Young Children with ADHD

When we think about children with ADHD, our focus often falls on their needs — how they learn, how they behave, and how to support them. But what about the people standing in front of them every day in the classroom? A recent study published in Children (2024) by Reem Aldabbagh and colleagues sheds light on an often-overlooked group: teachers of young children with ADHD symptoms.

For families and educators in international schools, this research carries important lessons. The challenges described by UK-based teachers will feel familiar across borders — particularly in multicultural classrooms where language, expectations, and neurodiversity intersect.

Understanding the Study

This qualitative study explored the experiences of 17 teachers working with children aged 4 to 8 years who exhibited symptoms of Attention Deficit Hyperactivity Disorder (ADHD). Through in-depth interviews and thematic analysis, the researchers identified six key themes that highlight the emotional and practical strain placed on educators.

Here’s what they found:

1. Classroom Disruption is Real — and Stressful

Teachers reported that ADHD behaviours — such as inattention, impulsivity, and hyperactivity — often disrupt learningfor the entire class. While teachers strive to stay calm and inclusive, they face difficult moments where the classroom environment becomes chaotic.

International Insight: In international schools, where classrooms are often linguistically and culturally diverse, this disruption can be even more complex, especially when children and teachers don’t share the same first language or cultural understanding of behaviour norms.

2. Teachers Feel Ill-Equipped

Educators described a lack of confidence in handling ADHD-related behaviours. Many felt they didn’t have the training or strategies needed to support these children effectively.

For Schools: There’s a growing need to equip international teachers — especially early years and primary educators — with practical tools to support children with attention and regulation challenges.

3. It Can Be Emotionally Overwhelming

The emotional toll on teachers was striking. Many spoke of feeling exhausted, isolated, and sometimes even defeated. The responsibility of managing a child with high ADHD symptoms — often without sufficient support — left some feeling burned out.

For Families: This emotional burden highlights why family-school collaboration is essential. Open, empathetic communication with your child’s teachers can foster shared understanding and better support for your child.

4. Children with ADHD Are Often Labelled

Teachers observed that children with ADHD symptoms are sometimes negatively labelled — both by adults and peers. These labels can damage a child’s self-esteem and create long-term academic and social challenges.

A Call for Empathy: In culturally diverse environments, behaviours may be misinterpreted through a cultural lens. International schools must ensure that neurodiversity is understood and respected across all communities.

5. Support Systems Are Lacking

Teachers repeatedly voiced concerns about the lack of systemic support, including limited access to behavioural specialists, inconsistent communication from leadership, and vague referral processes.

Action Point for Schools: Establishing clear pathways to psychological and behavioural support — such as partnerships with child psychologists — is crucial.

6. Specific ADHD Training Is a Must

Finally, and perhaps most urgently, the study concluded that teachers need specific, focused training in ADHD. General training in behaviour management was not enough — what educators are asking for is targeted knowledge and real-world strategies.

At Baumgarten Child Psychology and More, we believe that training should be culturally responsive, developmentally appropriate, and practically applicable — especially for international school settings.

What This Means for International Families and Teachers

Whether you're a parent navigating the education system in a new country or a teacher striving to meet every child’s needs, this study is a reminder of something important: you’re not alone, and support matters.

Here’s how we can respond:

• For Parents:

  • Advocate for your child and their teachers.

  • Share information, ask questions, and show empathy.

  • Consider working with a child psychologist to build a holistic support plan.

• For Teachers:

  • Seek out ADHD-specific training and peer support networks.

  • Prioritize self-care and professional development.

  • Don’t hesitate to ask for help — from school leaders, families, or external specialists.

How Baumgarten Can Help

At Baumgarten Child Psychology and More, we work with international families and schools to create inclusive, supportive learning environments for all children — especially those with neurodevelopmental differences like ADHD.

Whether you're a school leader looking for staff training, a teacher seeking consultation, or a parent concerned about your child’s development, we’re here to help bridge the gap.

👉 Contact us today to learn more about our services in ADHD support, teacher training, and cross-cultural child development.

Let’s build a world where every child can thrive — and every teacher feels supported.

Reference: Aldabbagh, R., Daley, D., Sayal, K., & Glazebrook, C. (2024). Exploring the Unmet Needs of Teachers of Young Children with ADHD Symptoms: A Qualitative Study. Children, 11(9), 1053.