Abstract

Inclusive education has intensified the demands placed on early childhood teachers, particularly those handling learners with attention-deficit/hyperactivity disorder (ADHD). In kindergarten settings, teachers are required to balance developmental appropriateness with behavioral and emotional support, making resilience a critical professional capacity. This study examined the coping strategies employed by a kindergarten teacher in an inclusive classroom when working with learners who have ADHD. Using a qualitative case study design, data were gathered through in-depth interviews, classroom observations, and document analysis to capture the teacher’s lived experiences. Thematic analysis revealed that the teacher employed adaptive coping strategies categorized into emotional regulation, instructional flexibility, classroom structure, and professional support-seeking. Findings indicated that sustained resilience was fostered through reflective practice, differentiated instruction, consistent routines, and collaborative engagement with parents and colleagues. Despite persistent challenges related to learner inattention, impulsivity, and emotional dysregulation, the teacher demonstrated proactive and adaptive responses that supported both learner engagement and classroom stability. The study highlights the importance of strengthening teacher resilience through institutional support, targeted professional development, and the implementation of inclusive policies. These findings contribute to the growing body of literature on inclusive education by highlighting resilience as a central mechanism in managing ADHD-related classroom challenges in early childhood contexts.