Among the mental disorders of childhood and adolescence, Attention-Deficit (Hyperactivity) Disorder (ADHD or ADD) occupies a prominent position due to its relative frequency – worldwide with a prevalence of 3-5 %. European data seems to confirm the prevalence of this phenomenon – by pooling a set of scientific publications, the AD(H)D Institute estimated a prevalence of 3% in Portugal, while German studies assume a prevalence rate of around 5% (Schlack et al., 2014). In Ireland, the fifth Annual Report of Child and Adolescent Mental Health Services (2013) noted ADHD as the main ailment for 31.6% of young patients. 

Children with AD(H)D are attending school just like their peers, but experience considerable difficulties in learning and social life. Independent of their intellectual potential, their particular style of perception and reaction often affect their learning ability, memory, and emotional regulation, which can lead to lack of (mutual) understanding, stigmatisation, social exclusion and even dropping out of school. In addition, along with AD(H)D, there are often co-existing conditions which can complicate the learning in many ways, such as graphomotor difficulties, depression, anxiety, aggression, and oppositional defiant behaviour. 

A Council of Europe resolution (PACE 2015) states that “Today, there is an increasing recognition that ADHD requires a comprehensive multimodal treatment approach combining medical, behavioural and educational interventions, including parent and teacher education about diagnosis and treatment, behaviour management techniques for the child, the family and teachers, medical and school programming and support.”. While the principles of inclusive education are making their way as an integral part of teacher training, teachers in general do not seem to have sufficient knowledge of the causes of and possible interventions in AD(H)D (Ruhmland & Christiansen, 2017). As a result, teachers feel particularly burdened by attention and discipline problems, which are particularly common in children with AD(H)D (Moore et al., 2017; Nash et al., 2016). Without sufficient knowledge, generalising and/or pathologising views on AD(H)D can lead to dramatic misjudgements on the side of many teachers about the potential and school performance of these pupils as well as their behaviour and motivation – e.g. they may assume laziness, insufficient motivation, deliberate manipulation, poor parenting etc. The presence of corresponding diagnoses can also cause disadvantages for the children, stigmatising them with low expectations. 

The challenge of dealing with the specific needs of the pupils causes a situation where teachers are increasingly preoccupied with reactive aspects of classroom management at the expense of actual teaching and learning. Demotivation on both sides, with some teachers wishing to leave the teaching profession, and pupils dropping out of school, are a consequence. In recent decades, a considerable body of knowledge about AD(H)D and supportive measures has been accumulated by the scientific community and among experts. This knowledge must now be used, transferred, and introduced into mainstream school practice. Introducing this knowledge in a comprehensive initial and in-service teacher training offer is the goal of TAC project.

In this context, partners from five countries – Austria, Bulgaria, Germany, Ireland, and Portugal – including three universities – the University of Cologne, the Dublin City University and Trakia University – got together in this research project, which attempts to bring the existing knowledge on AD(H)D closer to the teachers and thus equip them with specifically developed interventions to successfully support and teach children with AD(H)D in primary and secondary schools. 

The quantitative and qualitative research conducted by the TAC consortium concluded that teachers do lack sufficient knowledge on the subject and the necessary skills to deal with certain AD(H)D related behaviours shown in class. They need (different types of) support, specific methods, and strategies as well as materials and resources in order to feel well-equipped to support children with AD(H)D appropriately. Moreover, teachers should possess a wide range of skills and competencies in order to adapt their teaching, support, and interventions to the needs of a specific target child and his/her respective school/ class environment. 

Based on more than 1000 responses to the online survey distributed among in-service and in-training teachers, the consortium created a competence model carefully adapted to the main challenges the target group is facing with a particular emphasis on teachers’ skills for managing the classroom and the teaching process. The competence model subtracts 4 key competencies, summarizing the specific knowledge, skills and attitudes required for a successful learning experience for both teachers and pupils.

This competence framework forms the basis of the TAC training module and ensures an informed training design tailor-made to the needs of primary and secondary school teachers. This module is the main project result and is almost finalized, about to be piloted with practising teachers in 4 of the partner countries. Once the piloting process is done, the training will be made available to all teachers who might be interested in the topic and accessible in 4 different languages on the project’s online platform.