[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594949-105":59,"doc-detail-594949-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-importance-of-relationship-building-with-adhd-students","The Importance of Relationship Building with ADHD Students","","ADHD’s growing classroom prevalence requires teacher training that supports consistent relationship-building rather than behavior-focused responses. Challenges arise when disruptive, inattentive, and impulsive symptoms interfere with learning and reduce teachers’ confidence in effective instruction and support. Strained teacher–student relations can reinforce negative interactions, harming engagement, academic achievement, and social participation. With prevalence estimates of 1–3 students per class in Canada, practical strategies are essential to foster belonging, motivation, and academic success for students with ADHD.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-importance-of-relationship-building-with-adhd-students/594949/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-importance-of-relationship-building-with-adhd-students/594949.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is relationship building critical for teachers working with ADHD students?","Question",{"text":112,"@type":113},"Because ADHD-related techniques are unlikely to succeed without a positive, supportive relationship that counters negative teacher perceptions and prevents cycles of negative interactions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What classroom concerns does the article associate with ADHD students?",{"text":117,"@type":113},"Teachers observe increased off-task behavior, shorter attention spans, reduced engagement, and avoidance of collaborative work, alongside lower effort and motivation compared with typically developing peers.",{"name":119,"@type":110,"acceptedAnswer":120},"How do class conditions and teacher stress affect the teacher–student relationship?",{"text":121,"@type":113},"Limited teaching time and class size make it difficult to keep students included and successful, and constant interruptions can reduce emotional connection while increasing stress and anger.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594949,1792853274,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","REFEREED ARTICLE  \nThe Importance of Relationship Building with ADHD Students  \nBrittany Lasko  \nAbstract  \nADHD’s becoming more prevalent in classrooms speaks to how schools must train and support their teachers to stop and work with their “non-stop” students to build a strong relationship with them. This concept becomes challenging when behaviours get in the way of learning, and teachers lack confidence to teach and support students with ADHD. There are many techniques teachers can use to help these students be successful. In order for these strategies to work, a teacher must understand that none of these techniques will be successful without building a positive relationship with a student who has ADHD.  \nAll students have the potential to exhibit some form of inattentive, impulsive behaviours, but when symptoms are severe, impairing and persistent, they form part of the diagnostic criteria for attention deficit hyperactivity disorder (Gray et al. , 2017) . Students with ADHD are just as intelligent as the rest of the students in the class, but they struggle to meet teachers’expectations based on their intelligence level (Centre for ADHD Awareness Canada, 2017a) . When ADHD-related behaviours get in the way of learning, teachers may lack confidence in knowing how to teach and support these students, and they may focus on the negative behaviours displayed each day, thus forming a negative opinion of those students. A strained relationship leads teachers to view students with ADHD less favourably than other students, putting the students with ADHD at risk for a persistent pattern of negative interactions with their teachers, adversely affecting their learning experience (Rogers et al. , 2015) . With a rise in numbers of students with ADHD in classrooms, teachers must look at these students through anew lens to build relationships with these “non-stop” students, in order to achieve a positive school experience.  \nRelationship Concerns with ADHD Students  \nADHD affects the academic and social aspects of a student’s school experience. Teachers witness students with ADHD displaying significantly more off-task behaviour and shorter attentive states during classroom teaching. These students appear less engaged in the learning environment and show avoidance for working collaboratively with their peers (Rogers et al. , 2015) . Furthermore, students with ADHD often exude less effort and are less motivated to achieve when compared to typically developing students. Having ADHD behaviours in the classroom raises the questions of how teachers are to teach these students, how they can motivate them to participate, and whether they will receive additional support to ensure that students with ADHD can be set up for success in both academic and social aspects of school.  \nDue to class size and limited amounts of teaching time, teachers find it difficult to keep up with their non-stop students with ADHD and to make sure they feel successful and included in the classroom. When behaviours begin to be constant interruptions, teachers begin to feel less of an emotional connection with these students and find them more effortful and stressful to teach (Rogers et al. , 2015) . Moreover, teachers begin to feel increased anger toward these children when they think the children are responsible for their disruptive behaviour. Teachers begin to observe behavioural problems associated with ADHD and attribute them to voluntary, deliberate action (Low, 2019) . I have found myself guilty of viewing my students with ADHD, and  \ntheir behavioural tendencies, as a “deficit,” creating frustrated and negative feelings toward them, and wondering why they could not just follow instructions and listen when I requested them to listen. Frustrations and negative thoughts lead teachers to try to “fix” the behaviours by applying punitive strategies as an attempt to lessen the behaviours present in the classroom (Mikami, Smit, & Johnston, 2019) . Consistently being punishe","cbCain4Rr4VQVtic","https://ap.wps.com/l/cbCain4Rr4VQVtic","pdf",111027,"English","# Relationship Concerns with ADHD Students\n## Effects on academic and social engagement\n## Barriers created by time and class size\n## Teacher attitudes and punitive responses\n## Canadian prevalence and implications\n## Teacher role and collaboration","[{\"question\":\"Why is relationship building critical for teachers working with ADHD students?\",\"answer\":\"Because ADHD-related techniques are unlikely to succeed without a positive, supportive relationship that counters negative teacher perceptions and prevents cycles of negative interactions.\"},{\"question\":\"What classroom concerns does the article associate with ADHD students?\",\"answer\":\"Teachers observe increased off-task behavior, shorter attention spans, reduced engagement, and avoidance of collaborative work, alongside lower effort and motivation compared with typically developing peers.\"},{\"question\":\"How do class conditions and teacher stress affect the teacher–student relationship?\",\"answer\":\"Limited teaching time and class size make it difficult to keep students included and successful, and constant interruptions can reduce emotional connection while increasing stress and anger.\"}]","The Importance of Relationship Building with ADHD Students | PDF",1792080150]