Investigating the Pedagogical Role of EFL Teachers in Managing Attention-DeficitHyperactivity Disorder in the Classroom Case of Algerian Middle School Teachers

Abstract

This study focuses on the attitudes, behaviors, and difficulties faced by middle school EFL teachers in Algeria as they manage students with Attention-DeficitHyperactivity Disorder (ADHD). Based on quantitative data gathered using a structured questionnaire, the study finds that although a sizable majority of teachers acknowledge that it is their duty to modify their lessons for students with ADHD, many of them express a lack of institutional support and formal training. The results show that using visual aids, simplified instructions, and flexible classroom settings are all highly supported as successful teaching methods. Teachers do, however, face a number of difficulties, such as packed classrooms, emotional exhaustion, and restricted access to resources for professional development. Inclusive efforts are further complicated by societal factors like curriculum pressures and stigma. Notwithstanding these challenges, the study confirms educators' faith in the ability of students with ADHD to thrive with the right help. In the Algerian context, the study urges immediate policy attention to inclusive education awareness, institutional cooperation, and teacher preparation.