Theoretically, developing a strong sense of ADHD identity, adolescents can combat anxiety and stigma. Combatting anxiety and stigma can support student’s postsecondary success. How can teachers help? The study aims to explore the narratives of disability identity from the adult reflective perspective to identify potential recommendations for teachers. This mixed-methods study collected data through two semi-structured interviews of adults with ADHD, a focus group, and survey data from social media communities. The stories were analyzed for evidence of a sense of identity, pride, and self-esteem. The emerging themes provided recommendations for educators which included the need to foster relationships (teachers with students and peer-to-peer in ADHD communities), teach explicit skills and strategies, and support the needs of families and students to understand and access resources. The implications of the data also included the need to capitalize on the power of community, equip educators to teach disability history, foster disability pride, and build relationships with students
","abstract_html":"<p>Theoretically, developing a strong sense of ADHD identity, adolescents can combat anxiety and stigma. Combatting anxiety and stigma can support student’s postsecondary success. How can teachers help? The study aims to explore the narratives of disability identity from the adult reflective perspective to identify potential recommendations for teachers. This mixed-methods study collected data through two semi-structured interviews of adults with ADHD, a focus group, and survey data from social media communities. The stories were analyzed for evidence of a sense of identity, pride, and self-esteem. The emerging themes provided recommendations for educators which included the need to foster relationships (teachers with students and peer-to-peer in ADHD communities), teach explicit skills and strategies, and support the needs of families and students to understand and access resources. The implications of the data also included the need to capitalize on the power of community, equip educators to teach disability history, foster disability pride, and build relationships with students</p>","abstract_has_math":false,"creators":["Johnson, Andrea R"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Disability and Equity in Education","degree_department":null,"school":null,"contributors":["Angela Elkordy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-04-01T07:00:00Z","date_published":"2023-04-01T07:00:00Z","updated_at":"2026-07-24T03:21:12Z","subjects":["ADHD Identity","ADHD","Educators with ADHD","Disability and Equity in Education","Other Teacher Education and Professional Development","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/780","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Angela Elkordy"]},{"key":"dc:creator","label":"Author","values":["Johnson, Andrea R"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-09-11T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Disability and Equity in Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ADHD Identity","ADHD","Educators with ADHD","Disability and Equity in Education","Other Teacher Education and Professional Development","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/780"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Theoretically, developing a strong sense of ADHD identity, adolescents can combat anxiety and stigma. Combatting anxiety and stigma can support student’s postsecondary success. How can teachers help? The study aims to explore the narratives of disability identity from the adult reflective perspective to identify potential recommendations for teachers. This mixed-methods study collected data through two semi-structured interviews of adults with ADHD, a focus group, and survey data from social media communities. The stories were analyzed for evidence of a sense of identity, pride, and self-esteem. The emerging themes provided recommendations for educators which included the need to foster relationships (teachers with students and peer-to-peer in ADHD communities), teach explicit skills and strategies, and support the needs of families and students to understand and access resources. The implications of the data also included the need to capitalize on the power of community, equip educators to teach disability history, foster disability pride, and build relationships with students
"]},{"key":"dc:title","label":"Title","values":["STORIES OF ME: DISABILITY IDENTITY DEVELOPMENT IN PERSONS WITH ADHD"]}]}],"canonical_facts":{"dc:contributor":["Angela Elkordy"],"dc:creator":["Johnson, Andrea R"],"dc:date.available":["2023-09-11T07:00:00Z"],"dc:description.abstract":["Theoretically, developing a strong sense of ADHD identity, adolescents can combat anxiety and stigma. Combatting anxiety and stigma can support student’s postsecondary success. How can teachers help? The study aims to explore the narratives of disability identity from the adult reflective perspective to identify potential recommendations for teachers. This mixed-methods study collected data through two semi-structured interviews of adults with ADHD, a focus group, and survey data from social media communities. The stories were analyzed for evidence of a sense of identity, pride, and self-esteem. The emerging themes provided recommendations for educators which included the need to foster relationships (teachers with students and peer-to-peer in ADHD communities), teach explicit skills and strategies, and support the needs of families and students to understand and access resources. The implications of the data also included the need to capitalize on the power of community, equip educators to teach disability history, foster disability pride, and build relationships with students
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/780"],"dc:subject":["ADHD Identity","ADHD","Educators with ADHD","Disability and Equity in Education","Other Teacher Education and Professional Development","Special Education and Teaching"],"dc:title":["STORIES OF ME: DISABILITY IDENTITY DEVELOPMENT IN PERSONS WITH ADHD"],"thesis:degree_discipline":["Disability and Equity in Education"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:12Z"}