Developing pedagogical confidence to support pupils with ADHD in primary school PE

This working paper explores how primary PE teachers build pedagogical confidence 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.

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