TREATED AS A BACKGROUND CONCERN: A CRITICAL REVIEW OF TEACHER–STUDENT RELATIONSHIPS AS A BIDIRECTIONAL MEDIATOR OF ADHD OUTCOMES IN PRIMARY CLASSROOMS

Authors

  • Mark Stuart McInnes University of New England Australia, Griffith University, Australia

DOI:

https://doi.org/10.46827/ejse.v12i7.6997

Keywords:

teacher–student relationships, ADHD, teacher wellbeing, inclusive education, classroom behaviour management

Abstract

This critique examines ten recent studies on teacher–student relationships (TSR) in the context of attention-deficit/hyperactivity disorder (ADHD) in primary school classrooms, addressing the extent to which the literature accounts for TSR's simultaneous influence on student outcomes and teacher wellbeing. While the reviewed research consistently establishes that TSR quality predicts academic, behavioural and emotional outcomes for students with ADHD, most studies treat teacher wellbeing as an explanatory background variable rather than a co-equal concern. Only a minority of articles, notably DeShazer et al. (2023), Aldabbagh et al. (2024a, 2024b) and Tavlin et al. (2025), frame teacher stress and burnout as outcomes in their own right. The critique further identifies a theoretical gap: although several studies gesture toward a bidirectional, cyclical relationship between ADHD behaviour and teacher stress, none model this cycle as a unified system. These findings expose a disconnect between strong outcome evidence and limited practice-based evidence for building sustainable TSR.

Author Biography

  • Mark Stuart McInnes, University of New England Australia, Griffith University, Australia

    Mark McInnes brings a unique perspective to inclusive education, shaped by an extraordinary career transition from community service to educational practice. After 25 years in policing, where he dedicated himself to supporting and protecting the community, Mark recognised an opportunity to create even greater impact by working with young people during their formative years. This realisation led him to transition into primary education, where he could intervene earlier in children's lives and help shape positive futures. Mark's passion centres on inclusive education and ensuring every student feels as though they belong, with the opportunity to reach their full potential regardless of their abilities, backgrounds, or circumstances. He believes that education is the cornerstone of social equity and that all learners deserve access to quality, supportive learning environments where they feel valued and capable. Mark recently completed a Master of Education (Special and Inclusive Education) at the University of New England, Australia, and is now completing a Graduate Certificate in Autism Studies at Griffith University. He combines his extensive community engagement experience with evidence-based pedagogical practice, and his research interests focus on inclusive frameworks, relational pedagogy, and practical strategies for embedding equity in mainstream educational settings. Mark's unique journey from policing to education enriches his understanding of systemic support, collaborative practice, and the importance of building trusting relationships to foster student success and wellbeing.

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Published

2026-09-08

Issue

Vol. 12 No. 7 (2026)

Section

Articles

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