Students with Attention-Deficit/Hyperactivity Disorder Trusting Teachers

Abstract

This qualitative narrative study explored how students diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) experience trust in their relationships with teachers and how that trust influences their decision to graduate or drop out of high school. Guided by the theoretical framework of Hoy and Tschannen-Moran’s (2000) five dimensions of trust—benevolence, reliability, competence, honesty, and openness—the study sought to center student voices and lived experiences. Six participants, diagnosed with ADHD and either high school graduates or dropouts, shared their stories through in-depth interviews. Data were analyzed using Clandinin and Connelly’s (2000) three-dimensional space approach, a priori coding based on trust facets, and thematic analysis. Findings revealed that students who experienced positive, trusting relationships with teachers were more likely to complete high school, while those with predominantly negative experiences often disengaged and dropped out. Trust was built through teacher behaviors such as active listening, availability, care, respect, and high expectations. The study affirms the vital role of trust in student-teacher relationships, especially for students with ADHD, and calls for educators to intentionally foster emotional connection, consistency, and competence in order to support academic persistence.