How can postsecondary teachers promote the academic success of students with ADHD?

Authors

  • Jeanne Lagacé-Leblanc Université du Québec à Trois-Rivières
  • Nadia Rousseau Université du Québec à Trois-Rivières
  • Line Massé Université du Québec à Trois-Rivières https://orcid.org/0000-0002-5532-2643

DOI:

https://doi.org/10.26443/mje/rsem.v58i2.10037

Keywords:

ADHD, postsecondary students, school experience, teaching practices, students voice

Abstract

This study aims to document the perceptions of students with ADHD and counselors from offices of disability services regarding teaching practices that promote the academic success of these students. In depth individual interviews were conducted with 29 students with ADHD from Quebec general and vocational colleges and universities and their counselors (n = 9). Participants reported a variety of actions taken by teachers that promote the success of students with ADHD. These actions related to visual support, support for comprehension, support for assessment, support for time management, support for the organization of information, teaching strategies, and the relationship with teachers. The results highlight the role of teachers in the success of students with ADHD.

Author Biographies

Jeanne Lagacé-Leblanc, Université du Québec à Trois-Rivières

obtained her Ph.D. in psychoeducation at the Université du Québec à Trois-Rivières (Québec, Canada). Her research interests include the experiences of students with disabilities, the effectiveness and barriers to implementing reasonable accommodations, and inclusive teaching practices for postsecondary instructors.

Nadia Rousseau, Université du Québec à Trois-Rivières

is a full professor in the Department of Educational Sciences at the Université du Québec à Trois-Rivières (Québec, Canada) and co-head of the Laboratory for Research and Development to Support Diversity. Her research focuses on the school experience and self-awareness of youth with learning disabilities, inclusive education, and the key factors promoting qualification in youth with significant academic difficulties.

Line Massé, Université du Québec à Trois-Rivières

is a full professor in the Department of Psychoeducation and Social Work at the Université du Québec à Trois-Rivières (Québec, Canada). She is a researcher and co-director at the Laboratoire de recherche et d'intervention sur les difficultés d'adaptation psychosociale à l'école (LaRIDAPE). Her research interests include school inclusion and students with emotional and behavioral difficulties.

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Published

2024-09-20

How to Cite

Lagacé-Leblanc, J., Rousseau, N., & Massé, L. (2024). How can postsecondary teachers promote the academic success of students with ADHD?. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 58(2), 178–201. https://doi.org/10.26443/mje/rsem.v58i2.10037

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