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Facilitators and Barriers of Teachers’ Use of Effective Classroom Management Strategies for Students with ADHD: A Model Analysis Based on Teachers’ Perspectives
 
 

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Journal: Sustainability, 2022
Volume: 14
Number: 1393

Article: Effective but Not Feasible—What Support Staff in All-Day Primary Schools Think of Pedagogical Interventions with Regard to Children with ADHD
Authors: by Holger Domsch, Martina Ruhmland and Ilka Lissmann
Link: https://www.mdpi.com/2071-1050/14/3/1393

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