Abstract
This study explored mainstream teachers’ experiences supporting learners with Attention-Deficit/Hyperactivity Disorder (ADHD) during the transition from the Foundation Phase to the Intermediate Phase in South African schools. Guided by Bronfenbrenner’s Ecological Systems Theory, it examined how contextual, psychological, and systemic factors shape teacher experiences and learner outcomes. A gap was identified in the research available on how teachers manage the challenges associated with facilitating the transition from Foundation to Intermediate Phase in learners with ADHD. A qualitative, phenomenological approach was used within an interpretative paradigm. Data were collected through semi-structured interviews and document analysis. Purposive sampling was used to select the participants, namely three teachers from public and private schools. Thematic analysis revealed seven key themes, including diversity of ADHD presentation, emotional labour, and institutional gaps. The study found that teachers face considerable emotional and professional strain due to limited systemic support and policy-practice misalignment. The study advocates for whole-school collaboration to strengthen inclusive ADHD support.