Supporting students with <scp>ADHD</scp> : Teachers' self‐reported knowledge of <scp>ADHD</scp> in planning and implementing strategies for social and emotional wellbeing

Abstract Children and young people with attention‐deficit hyperactivity disorder (ADHD) experience not only variations to executive functioning, but also an increased risk of experiencing poor mental health. Despite the acknowledgement of this increased risk, previous studies suggest that school‐based support for students with ADHD prioritises their academic needs over their social–emotional wellbeing. This study explores how teachers' self‐reported knowledge of ADHD affects the strategies they employ to support students' social–emotional wellbeing. A qualitative survey was conducted with 12 teachers in Australia and data were analysed using reflexive thematic analysis. The results show that although teachers perceived they had substantial knowledge of ADHD, this knowledge did not consistently translate into support for students' social and emotional wellbeing (SEW). Instead, SEW support was limited and shaped more strongly by external constraints such as workload, insufficient training, and parent collaboration challenges.