QUALITATIVE EXPLORATION OF INTERPLAY OF SOCIAL ENVIRONMENT AND PERSONALITY ON STIGMATIZED TEACHERS DEALING WITH ADHD CHILDREN

Abstract

To investigate the effects of social environment and personality on the stigmatized teacher of children with ADHD in Pakistan, a qualitative study was designed. Triangular methodology and purposive sampling were applied. In this research, eight teachers who work with ADHD children aged 7–12 years were interviewed. Data was analyzed through thematic analysis, using NVivo 14, for each of the challenges that faced by the teachers, highlighting the need for social and personal situations. The research revealed that the professional development of teachers working with ADHD children in Pakistan is impeded by several factors, which were majorly influenced by social environment and personal experience. Widespread negative labeling, stereotyping, and discrimination from society in general resulted in public and self-stigma, which hindered their professional growth and motivation. Teachers expressed frustration, sadness and isolation that were worsened by a lack of understanding from society and peers. These challenges created inferiority complex, withdrawal and negative thought patterns that adversely impacted their self-esteem and professional development. Fostering awareness and providing resources to address the repercussions of this emotional and professional toll can improve the well-being of those educators, allowing for greater support of students with ADHD.