Supporting learners living with attention-deficit hyperactivity disorder in Frances Baard district: a community of practice

Abstract

Attention-deficit/hyperactivity disorder (ADHD) is increasingly recognised as a significant learning barrier affecting millions of learners worldwide. In South Africa, diagnoses have risen steadily, particularly in the Foundation Phase (FP). The Department of Basic Education emphasises the early detection of ADHD in Grades R- 3, as Grade 1 represents learners' first year of formal schooling and a critical period for identifying symptoms that may affect long-term development. The Policy on Screening, Identification, Assessment and Support (SIAS) assigns educators’ responsibility for supporting learners with developmental and learning challenges, including ADHD. However, despite policy directives promoting early screening and intervention, gaps persist in educators' knowledge and in the availability of effective support within mainstream FP classrooms. While educators may recognise possible symptoms, formal diagnosis remains the responsibility of registered clinical practitioners, underscoring the need for improved educator training and collaboration. This study introduces a Community of Practice (CoP), comprising principals, educators, and parents or guardians, to support Grade 1 learners formally diagnosed with ADHD. Guided by Bronfenbrenner's bio-ecological systems theory and Epstein's framework of six types of parental involvement, the study explores how a CoP can strengthen educators' capacity to implement effective support strategies. Conducted in the Frances Baard District of the Northern Cape, the research employed an exploratory, interpretive qualitative case study design. Principals, departmental heads, and educators from three schools (quintile one, three, and five) participated in semistructured interviews and focus group discussions. Findings reveal limited educator knowledge of ADHD and reliance on Educational Support Services (ESS), which face substantial backlogs. The study concludes with practical recommendations to enhance support for learners with ADHD in mainstream FP classrooms.