. 2022 Jul 1;53(9):3406–3421. doi: 10.1007/s10803-022-05639-3

Table 3.

Themes, theme definitions and example quotes

Theme	Definition	Example quotes
Classroom-general versus individual-specific strategies	Some strategies used in the classroom are available for everyone, but are particularly useful for children with ADHD. Other strategies are in place for specific children. Children have their own strategies that teachers may not be aware of	‘there’s also a morning routine and listing down what’s to be done and where it’s to go … it’s very general for the class but again it’s located near her’ – Paige’s teacher ‘if she’s wandering around the classroom or she’s sitting on a table, I don’t let other kids do that, but as long as she’s listening, it’s fine [with me]’ – Luna’s teacher ‘if you just bring [a fidget toy] in without permission [the teacher will] just take it off of you, so it has to be something that’s not too big’ – Henry
Heterogeneity of strategies	The efficacy of strategies varies between and within children. A strategy helpful for one child may not be helpful for another. The effectiveness of a strategy may vary over time or between contexts	‘some [strategies] will work for the majority of the children and some just don’t seem to work for any of them’ – Jay’s teacher ‘some things have worked and then stopped working, so I think we’re constantly adapting and changing what we’re doing’ – Eric’s teacher
The role of peers	Peers play an important role in supporting children with ADHD, but the way they are viewed differs between teachers and children	‘giving him a role and making sure that there’s people in the group that would encourage him to fulfil his role [is helpful]’ – Henry’s teacher ‘some things I might not know and the children might help me give ideas’ – Niall

Theme

Definition

Example quotes

Classroom-general versus individual-specific strategies

Some strategies used in the classroom are available for everyone, but are particularly useful for children with ADHD. Other strategies are in place for specific children. Children have their own strategies that teachers may not be aware of

‘there’s also a morning routine and listing down what’s to be done and where it’s to go … it’s very general for the class but again it’s located near her’ – Paige’s teacher

‘if she’s wandering around the classroom or she’s sitting on a table, I don’t let other kids do that, but as long as she’s listening, it’s fine [with me]’ – Luna’s teacher

‘if you just bring [a fidget toy] in without permission [the teacher will] just take it off of you, so it has to be something that’s not too big’ – Henry

Heterogeneity of strategies

The efficacy of strategies varies between and within children. A strategy helpful for one child may not be helpful for another. The effectiveness of a strategy may vary over time or between contexts

‘some [strategies] will work for the majority of the children and some just don’t seem to work for any of them’ – Jay’s teacher

‘some things have worked and then stopped working, so I think we’re constantly adapting and changing what we’re doing’ – Eric’s teacher

The role of peers

Peers play an important role in supporting children with ADHD, but the way they are viewed differs between teachers and children

‘giving him a role and making sure that there’s people in the group that would encourage him to fulfil his role [is helpful]’ – Henry’s teacher

‘some things I might not know and the children might help me give ideas’ – Niall