The teacher’s relationship with students who have Attention-Deficit/Hyperactivity Disorder (ADHD) and communication with their parents

Khandehjam, Zahra; Salehi Roudani, Gholam Reza; Shariati, Fatemeh

doi:10.22034/jmhs.2025.565772.1168

The teacher’s relationship with students who have Attention-Deficit/Hyperactivity Disorder (ADHD) and communication with their parents

Document Type : Review

Authors

Zahra Khandehjam ¹

Gholam reza Salehi Roudani ²

Fatemeh Shariati ³

¹ Bachelor's degree student in Psychology, Islamic Azad University, Bandar Abbas, Iran

² Doctoral student in educational psychology at Bandar Abbas Islamic Azad University

³ B.A. in Psychology, Islamic Azad University, Bandar Abbas Branch

10.22034/jmhs.2025.565772.1168

Abstract

The present article is organized into six sections and introduces the reader to the DSM‑5 criteria for Attention‑Deficit/Hyperactivity Disorder (ADHD), the definition and diagnosis of hyperactive children, strategies for teachers’ and parents’ interaction with students, types of play and storytelling therapy, and the interaction among teachers, parents, and children.

In this article, you will learn first about the difference between a playful student and a student with ADHD, and how the behavior of a hyperactive student can be managed through behavioral strategies rather than chemical medications. The main conclusion is that by applying appropriate behavioral approaches, it is possible to have an organized and well‑regulated student, while also avoiding the incorrect labeling of a playful child as hyperactive. It is hoped that this article will serve as a guiding light toward improving communication and relationships among teachers, parents, and students with ADHD.

Keywords

Play

(ADHD)

Teacher

Subjects