Stödja elever i årskurs 7 - 9 med ADHD i det engelska klassrummet.

This qualitative study explores how English teachers in Sweden adapt their assessment practices and teaching strategies to better support students with ADHD in an EFL (English as a foreign language) classroom. The data collection for this study consisted of semi-structured interviews with five practicing English teachers in the south of Sweden. The interviewees all had various levels of experience, ranging from 3-25 years, as well as different secondary subjects. Our study utilised a thematic analysis approach, which was directed by Vygotsky’s ZPD perspective of learning, Gibbons’ framework regarding scaffolding, Cummins’ classroom relational pedagogy, and Barkley’s executive function perspective regarding ADHD. From the data analysed, three main themes emerged: (1) Assessment adaptations, (2) Teaching strategies and scaffolding, and (3) Problematic areas and classroom management. The findings alluded to that teachers were willing to apply accommodative assessment practices rather than alternative assessment formats, mainly due to time constraints and curriculum demands. In terms of teaching strategies, the interviewees mentioned the importance of scaffolding instructions through the use of multimodal support, breaking down tasks into more manageable pieces and providing immediate feedback. The study also shines a light on the gap between the inclusive education policies outlined in Lgr22 and the practical challenges teachers face when implementing the adjustments. The study’s findings contribute to the notion of inclusive practices in the EFL classroom, as well as the need for a flexible assessment framework, increased teacher training and systematic support structures to benefit students with ADHD.