Læreres oplevelser med inklusion af elever med ADHD i den danske folkeskole

Teachers Experiences with the Inclusion of Students with ADHD in the Danish Public School System

Andersen, Benedicte Kristine Holm

4. semester

Samfundsfag (cand.soc.), Kandidat

2025

2025-05-26

75

Denne afhandling undersøger, hvordan folkeskolens strukturelle rammer former læreres muligheder for at inkludere elever med ADHD, og hvordan inklusion opleves i praksis. Med en abduktiv tilgang gennemføres tre kvalitative interviews med lærere fra forskellige skoler i Nordjylland. Analysen bygger på Giddens’ struktureringsteori, Bronfenbrenners økologiske systemteori, Scheffs teori om skam og anerkendelse samt styringsperspektiver fra New Public Management. Resultaterne peger på fire centrale temaer: et inklusionsparadoks mellem politiske idealer og klasselivets realiteter; manglende pædagogisk og kulturel repræsentation af ADHD i undervisningsmaterialer; fragmenteret og ofte utilstrækkeligt tværprofessionelt samarbejde, særligt med PPR; samt en betydelig følelsesmæssig belastning, hvor lærere kan opleve skam og utilstrækkelighed, når inklusion mislykkes under strukturelt pres. Lærerne er grundlæggende engagerede i inklusion, men oplever at stå med et stort ansvar uden tilstrækkelige redskaber, ressourcer og anerkendelse, samtidig med stigende krav til dokumentation og standardisering. Økologiske og strukturteoretiske perspektiver viser, at manglende sammenhæng mellem klasserum, ledelse, PPR, familier og uddannelsespolitik vanskeliggør inklusion og øger risikoen for marginalisering af elever med ADHD, mens lærere samtidig forsøger at forme praksis inden for givne rammer. Afhandlingen konkluderer, at styrket inklusion kræver konkrete strukturelle tiltag, herunder mere tilgængelig og praksisnær kompetenceudvikling, bedre samarbejde med PPR og bedre sammenhæng mellem inklusionsidealer og læreres arbejdsvilkår. Der peges desuden på behov for videre forskning, der inddrager PPR, elever og forældre samt følger inklusionspraksis over tid.

This thesis examines how the structural conditions of Danish public schools shape teachers’ possibilities for including students diagnosed with ADHD and how inclusion is experienced in everyday practice. Using an abductive design, the study is based on three qualitative interviews with teachers from different schools in Northern Jutland. The analysis draws on Giddens’ structuration theory, Bronfenbrenner’s ecological systems theory, Scheff’s theory of shame and recognition, and concepts associated with New Public Management. Four themes emerge: the paradox between political inclusion ideals and classroom realities; the lack of pedagogical and cultural representation of ADHD in teaching materials; fragmented and often inadequate interdisciplinary collaboration, especially with pedagogical-psychological counselling services (PPR); and the emotional burden on teachers, who may experience shame and inadequacy when inclusion fails under structural pressures. Teachers are committed to inclusion but often feel left with the responsibility without sufficient tools, resources, or recognition, while facing growing demands for documentation and standardization. Ecological and structural perspectives show that misalignment across classrooms, school leadership, PPR, families, and broader policy makes inclusion more difficult and increases the risk of marginalization for students with ADHD, even as teachers work to shape practice within existing constraints. The thesis concludes that strengthening inclusion requires concrete structural changes, including more accessible, practice-oriented professional development, improved collaboration with PPR, and better alignment between inclusion ideals and teachers’ working conditions. It also points to the need for future research that includes PPR staff, students, and parents and follows inclusive practices over time.

[Dette resumé er genereret ved hjælp af AI]

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