Developing Pedagogical Confidence to Support Pupils with ADHD in Primary School PE

This working paper explores how primary school PE teachers build confidence in their teaching when supporting pupils with ADHD across mainstream and independent primary school settings. Drawing on interviews with nine teachers, the study focuses on how confidence develops in practice and the conditions that shape it.

This work was developed from Michelle's MSc dissertation at Health Sciences University, which received the Best Dissertation Award.

The findings show that confidence is not fixed, but develops over time through experience and reflection. Teachers described learning through trial and error, adapting their approach, and building an understanding of what works for different pupils. Confidence was often strengthened through successful lessons, but also challenged by disruption and uncertainty, requiring ongoing adjustment.

Importantly, confidence was also shaped by structural and contextual conditions. Factors such as class size, staffing, and behaviour systems influenced how teachers responded in practice. Support from colleagues, SENCOs, and access to relevant professional learning also played an important role in helping teachers feel more confident. However, teachers also described a lack of ADHD-specific formal training for PE contexts.

Current drafting themes include:

• Confidence developing through experience and reflection over time
• Confidence being shaped by success and disruption
• Structural conditions, including class size, staffing, and behaviour systems
• Contextual supports, including colleagues, SENCO input, and professional learning

Next steps include publishing these findings and developing practical examples to support teachers, schools, and practitioners in creating more inclusive PE environments.