Abstract
Career guidance is a vital aspect of education, yet neurodiverse learners such as those with Attention-Deficit/Hyperactivity Disorder (ADHD) remain underserved in South Africa’s resource-constrained school system. Although recognition of the value of inclusive practices has increased, LO educators often encounter systemic barriers, insufficient training and limited resources that constrain their capacity to support learners with ADHD effectively. This study aimed to explore high school educators’ perceptions of career guidance for learners with ADHD, focusing on strategies, challenges and curriculum gaps. A qualitative phenomenological research, design was adopted to capture the lived experiences of the participants. Data were collected through semi-structured interviews with four LO educators from various schools within the Gauteng Province. Analysis followed Braun and Clarke’s (2006) thematic framework, enabling the identification and interpretation of central themes within the data. The study explored educators’ perceptions of career guidance for learners with ADHD, focusing on their experience, teaching practices, and attitudes toward curriculum adaptation and capacity-building to support informed, aspirational career choices. Five key themes: (1) evolving perceptions of learners with ADHD (2) practical strategies and stakeholder collaboration (3) early identification and systemic support (4) educator preparedness and professional development and (5) systemic barriers and societal challenges. The study extends social cognitive career theory to the South African context and underscores the need for interdepartmental collaboration, curriculum adaptation and targeted capacity-building to ensure learners with ADHD are empowered to make informed and aspirational career choices.