Abstract Students with AD/HD experience difficulty concentrating in the classroom due to unwanted behaviours. This article focuses on what six Australian adolescent boys have to say about teacher and teaching factors that enabled them to regain focus (if distracted) and concentrate on classroom learning. A multiple, instrumental case-study was used to collect data from the boys using semi-structured individual and focus group interviews as well as school reports across a two year period. Findings suggested that interventions including frequent short breaks, humour by the teacher and teachers who operate in a well-structured classroom and who know their subject matter well, were beneficial in reducing unwanted behaviours and resulted in less negative events, thereby making schooling a more positive experience.

中文翻译：

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患有注意力缺陷/多动障碍 (AD/HD) 的澳大利亚青春期男孩：评估减少课堂环境中不良行为效果的教师和教学因素

摘要 患有 AD/HD 的学生由于不受欢迎的行为而在课堂上难以集中注意力。本文重点介绍六名澳大利亚青少年男孩对教师和教学因素的看法，这些因素使他们能够重新集中注意力（如果分心）并专注于课堂学习。一项多项工具性案例研究用于通过半结构化个人访谈和焦点小组访谈以及两年期间的学校报告从男孩那里收集数据。调查结果表明，干预措施包括频繁的短暂休息、教师和在结构良好的课堂中运作且熟悉其主题的教师的幽默，有利于减少不必要的行为并减少负面事件，从而使学校教育更加积极经验。