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Review · Zenodo · August 15, 2026

TEACHER FACTORS' INFLUENCE ON ACADEMIC PERFORMANCE OF STUDENTS WITH ADHD IN EFL CONTEXT: A SYSTEMATIC LITERATURE REVIEW

ILNARA MUSSAYEVA, Ulzhan Urazaliyeva

Ulzhan Nurzatovna Urazaliyeva
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Abstract

Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most prevalent neurodevelopmental conditions, affecting children and adolescents globally, with well-documented effects on academic performance and classroom behavior. In English as a Foreign Language (EFL) contexts, these difficulties are compounded by cognitive demands. Teacher factors as non- instructional variables influencing student outcomes remain critically underexplored within EFL settings. This systematic literature review examines existing empirical and theoretical research works on three teacher factors, defined as Teacher Knowledge and Awareness of ADHD (TKA), Teacher Qualifications and Training (TQT), and Teacher Readiness and Confidence (TRC), and their effects on the academic performance of students with ADHD in EFL contexts. A systematic search across Google Scholar and supplementary academic databases found 158 records published in the last 20 years, seven of which met the inclusion criteria and were selected for the review. The review found that no existing and accessible study directly and conclusively establishes a correlation between any of the three teacher factors and the academic performance of students with ADHD in EFL settings. The findings confirm a substantive and structurally significant gap in the literature on the topic. Future research should prioritize studies that directly link the teacher variables to measurable academic results, are situated in EFL-specific contexts, and apply standardized instruments to enable cross-study comparison.

EFL/ESL Teaching and LearningAttention Deficit Hyperactivity DisorderCommunication in Education and Healthcareattention deficit hyperactivity disorderEnglish as a foreign languageacademic performance

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