Teachers’ experiences of how attention-deficit/hyperactivity disorder influences learners’ career choices

Abstract

In school settings, attention-deficit/hyperactivity disorder (ADHD) affects between 3% and 5% of learners (American Psychiatric Association (APA), 2013). Learners with ADHD often continue to experience negative effects as they progress through different life stages (Barkly & Murphy, 2010; Prevatt et al., 2015). Learners who have ADHD may experience career choice difficulties that differ from those of their classmates without ADHD and this may ultimately impede the former’s career choices (Bahny & Dipeolu, 2012). This research study aimed to understand and explore teachers’ experiences of how ADHD may influence their learners’ career choices. Five teachers who taught Grade 11 and 12 learners with ADHD were selected purposely. Krumboltz’s social learning theory of career decision making (Krumboltz, 1994; Krumboltz et al.,1976) served as the conceptual framework for the study and an interpretivist approach was followed. An exploratory case study design and a qualitative approach were adopted. Data was gathered by means of an audio-recorded semi-structured focus group interview, and the researcher kept a research journal. The data was analysed and interpreted using an inductive thematic analysis. The findings show that the teachers envisioned different factors to have a direct effect on the career choices of their learners with ADHD, namely an aversion to attending tertiary institutions, financial constraints caused by attending tertiary institutions, lack of confidence and lack of self-efficacy. The teachers also suggested that taking medication for ADHD may influence the career choice of affected learners in both a positive and negative manner. Parents and prospective employers were named as playing a clear role in the career choice of learners with ADHD, and the symptoms of inattentive ADHD often swayed them to choose careers that are entrepreneurial in nature.