LAUSR

Purpose The purpose of this research was to examine teacher experiences with and perceptions of students with attention deficit/hyperactivity disorder (ADHD). Teachers are integral in helping these children learn effectively and foster healthy relationships, yet little is known about their interactions with these children. Design and Method Semi structured interviews were conducted with a purposive sample of fourteen currently practicing or retired elementary and middle schools teachers in North Carolina and South Carolina. All interviews were audio‐recorded then analyzed for common themes. Results Participants obtained ADHD information from in‐services or peer interaction, rather than formal education. Culture and gender influenced teacher perceptions, and ADHD classroom strategies were based on anecdotal experience. Teachers experienced guilt and worry while negotiating student needs, school system constraints, and family issues. Conclusions While teachers have developed effective coping mechanisms through informal means, formal education and support will help teachers better serve students with ADHD. Practice Implications Pediatric nurses in many settings can benefit from better understanding how teachers perceive and interact with students who have attentional issues. HighlightsTeachers report learning about ADHD from sources such as peers, in‐service education offerings, and personal experience.Teachers need to balance multiple complex demands to help students with ADHD.Teachers often experience feelings of guilt related to interactions with students with ADHD.Teachers develop ways of coping with students with ADHD through informal means or by trial and error.