Building Relationships
The acceptance and rejection of peers with ADHD and ASD in general secondary education
This research highlights that, in secondary classrooms, building strong teacher–student relationships is not just supportive but essential for students with ADHD symptoms. Students with ADHD often experience less closeness and more conflict with teachers, which can negatively impact their academic engagement, self-esteem, and sense of belonging in school.
For a general education math teacher, this work emphasizes that relationship-building directly influences both behavior and learning outcomes. Positive, empathetic interactions—characterized by patience, understanding, and consistent support—have been shown to improve student engagement, reduce behavioral challenges, and enhance academic performance. The research also points to the reciprocal nature of these relationships: when students feel misunderstood or disconnected, their ADHD-related behaviors may intensify, which can further strain teacher interactions.
Ultimately, this work matters because it reframes relationship-building as a core instructional practice rather than an add-on. In inclusive math classrooms, fostering trust and connection creates the conditions necessary for both diagnosed and undiagnosed students with ADHD to engage, persist, and succeed.
Confidence is key: Unlocking the relations between ADHD symptoms and math performance.
This study highlights that the relationship between ADHD symptoms and math performance is not solely cognitive, but is strongly influenced by students’ academic confidence. Students who report higher levels of ADHD symptoms tend to have lower confidence in their academic abilities, and this reduced confidence is closely linked to lower performance in mathematics.
From a secondary general education math perspective, this work matters because it shifts attention from ability alone to how students perceive their own competence. In classrooms with both diagnosed and undiagnosed students, low confidence may be a hidden barrier that impacts participation, persistence, and problem-solving, even when students have the necessary skills. The findings suggest that supporting student self-efficacy—through feedback, opportunities for success, and positive reinforcement—is a critical component of effective math instruction.
Ultimately, this research underscores that improving math outcomes for students with ADHD requires more than academic interventions; it requires intentionally building confidence as part of everyday teaching practice. By fostering a classroom environment where students feel capable and supported, teachers can directly influence both engagement and achievement in mathematics.