The purpose of this hermeneutic-phenomenological study was to interpret the lived experience of teachers in developing students with ADHD's creativity in the southern United States. The theory guiding this study was Karwowski’s theory of creative growth mindset. This study explored the experiences of 10 teachers whose students include those who are diagnosed with ADHD. Data were collected through individual interviews, journal prompts, and focus groups. The data were analyzed following van Manen’s holistic, selective, and detailed reading approaches. The data revealed five themes: (a) students with ADHD are most creative within structure, (b) students with diverse ADHD have diverse creative qualities, (c) students with ADHD process information differently than others, (d) students with ADHD need safety and trust, and (e) teachers can develop creativity in their students with ADHD. The findings were interpreted as: (a) students with ADHD need creativity in the classroom, (b) creativity in the classroom does not have to be elaborate, (c) creative strategies help build safety and trust in the classroom, (d) structure is necessary for developing creativity, and (e) teachers need training to be effective in developing creativity.

Authors:
Mary Strickland, Liberty University, United States

About the Presenter(s)
Dr. Mary Strickland is an adjunct professor at Liberty University. The majority of her career was spent in K-12 education as a teacher and a principal. Her research interests are in improving K-12 education for neurodiverse students and their teachers. Her current project is developing creativity in students with ADHD and how that ppsitively affects learning.

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