Table 4.

Frequency of themes

Theme	Number of participants reporting the theme
Teachers’ strong ambivalent bond with students with ADHD	15
Teachers’ negative emotions in relation to students with ADHD	15
Negative emotions of teachers due to repeated negative experiences with students with ADHD	8
Teachers were relieved not to have to teach students with ADHD	4
Teachers’ experience that students with ADHD disrupted teaching	12
The feeling of helplessness of teachers as a result of the behaviour of students with ADHD in the classroom	3
Positive emotions of teachers towards students with ADHD	15
Positive emotions of the teacher in response to some specific abilities of students with ADHD	7
The teachers’ beliefs that the students with ADHD are abusing the diagnosis of ADHD, which led to the teachers’ lower tolerance and a sense of closeness to students with ADHD	2
The teachers’ beliefs that disruptive behaviour of the students with ADHD is unintentional, which led teachers to increase tolerance and a sense of closeness to students with ADHD	6
The teachers’ beliefs that some disruptive behaviour of the students with ADHD is unintentional and other disruptive behaviour is intentional, which leads teachers to increase tolerance for disruptive behaviour considered unintentional and not to accept disruptive behaviour considered intentional.	8
How can teachers positively influence the quality of a teacher-student with ADHD relationship	16
Mental preparedness for disruptive behaviour of students with ADHD. Pre-prepared prompt but calm interventions.	16
The teachers offered students with ADHD to work together to improve their relationship.	7
The teachers explained to the student with ADHD the symptoms of ADHD and that it is possible to learn to respond to the symptoms with more adaptive behaviour, which they can try to find and train together.	3
The teachers tried to be a role model for students with ADHD in the performance of duties	2
The teachers built a mutual trust with the students with ADHD, which enabled open communication about the symptoms of ADHD and the current needs of students with ADHD	5
The teachers noticed and appreciated the strengths and specific abilities of students with ADHD. The teachers used the strengths and special abilities of students with ADHD to streamline the learning process in the classroom. In this way, there was an increase in self-esteem of students with ADHD, increased closeness in the teachers-students with ADHD relationship and a better social status of students with ADHD in the classroom.	7 4