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How to write your teacher training personal statement

Your teacher training personal statement should express why you'd make a great teacher and spell out your experiences, qualities and skills. We've got the inside track from Admissions Tutors on how to go about writing a good teacher training personal statement, what to do and what not to overlook...

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Let's start with a look at when to apply for teacher training. Places on teacher training courses are filled on a first come first serve basis. This is due to two factors. Firstly, the Department for Education set the maximum number of trainees on some courses. But the thing that really limits the number of places available is ensuring that there are enough school placements for all trainees. Training providers can only recruit up to a number that is manageable in terms of providing the trainees with the placement experiences they need.

Places for the most popular subjects tend to go early, for example, Physical Education (PE), Primary and Psychology. Shortage subjects such as Chemistry, Computing, Maths and Physics don’t fill up so fast.

The route you are taking into teaching may also influence when you apply. School Direct is run by the schools themselves and they can only take as many trainees as they can train within their schools. They may only have the one place available for your chosen subject and once those placements are gone, they’re gone. Universities tend to have larger and wider networks of partner schools which provide school placements. This gives them more options for finding school placements so they may have places available for longer. Unlike School Direct you don’t get to choose exactly which school you go to, though they’ll try to match your school placements to your preferences as much as possible. If you apply late you run the risk that all the placements are gone.

So, you want to apply as soon as you can, with a brilliant personal statement that reflects who you are and why you want to become a teacher. So, what does that look like?

Your teacher training personal statement broadly needs to convey four things:

• Your passion for wanting to become a teacher and commitment to the profession.
• Your reasons for wanting to teach your chosen subject.
• The skills and experience that you’ll bring to the role of teacher.
• Your awareness of the realities of what lies ahead - it’s a challenging but rewarding role so you need to be realistic about this and be aware of some of the hot topics facing the sector.

Kate Brimacombe, Associate Professor of Education and Associate Director of the Teacher Education Partnership at Plymouth Marjon University, explains what she is looking for in a teacher training personal statement:

“It's really lovely to get something that's individual and firstly I want to see that passion for wanting to work with children. You absolutely can get that across - it comes off the page.

“It can’t feel half-hearted, it needs to feel committed. If independence, motivation, and self-reliance don’t sing off the page, then that's an error in a sense. You need to get your personality into the written word, I’m looking for that fire that says ‘this is absolutely what I want to do’. One common mistake is being too short so that it doesn’t get that passion across. The lack of content and desire are the main reasons I don't shortlist candidates.”

You must convey why you want to teach your subject. What is your expertise? Why do you love it? What are the challenges facing teachers of your subject? Why do you want to teach this? Think about the age group you’ll be teaching and discuss why you want to teach them. What relevant experience do you have? How does your experience to date influence your thinking?

Ultimately, you’ve got to inspire others to love your subject, so be clear about how your own relationship to it is going to enable this.

The ingredients of a convincing teacher training personal statement are:

• Passion for teaching. Express your drive and fire on the page.
• Be individual. Stand out in a positive light; one tip here is not to waste characters on quotes, they don’t say anything about you.
• Convey your desire to work with children. Explain where this comes from.
• Prove it. Include the things you have actively done, what you’ve learnt from real life experiences in schools and/or working with children, and what you got out of it.
• Demonstrate the qualities of a teacher. Point out your commitment, empathy, independence, innovation, motivation, patience, self-reliance, and tip-top organisation skills.
• Depth. Don’t cut it too short, you’re allowed up to 4000 characters which is around 600-700 words, so write until you’re thereabouts, and then edit it so that it reads even better.

In addition, for a strong personal statement you’ll want to demonstrate some awareness of the national curriculum for your subject and then highlight how your subject knowledge maps to it.

Back to Kate for another crucial tip: “The other big thing is that we’re checking the accuracy of your spelling and grammar, it must be correct if you’re going to be a teacher. To be fair, we don't get a lot of mistakes because I think people understand that expectations around written and verbal communication are high in teaching.”

Some aspiring teachers know they want to teach but are uncertain on the age group or subject. For example, maybe you love sport and are keen to be a secondary PE teacher, but you also enjoy working with younger children at sports clubs so you’re feeling split. In this scenario, try to settle this before you apply but if you can’t then write honestly about the situation and take extra care to ensure that neither option comes across being the fallback one that you’re not really committed to.

The magic ingredient: Examples from your own experience

There's no one way to structure your teacher training personal statement but be sure to back up every point you make with evidence. A great way to do this is give real life examples of what you actually did, and what you learned from it. It’s not enough to just list your work experience, you need to explain what you learned and how this experience will help you as a teacher.

You don’t need school experience to apply for a teaching course, though it helps. But if you don’t have school experience then you at least need some transferable skills, so any other experience of working with children is valid here, things like helping with sports teams and youth clubs are valid too. Use your examples to demonstrate the skills you’d bring to the role of teacher.

You could also refer to a teacher who made a difference to you at school, or who influenced your love of working with children and helping them to learn.

By discussing examples, you can also demonstrate that you are realistic about the role, in that is challenging as well as rewarding. For example, you might discuss a session you observed or taught, reflecting on what went well, how you adapted to the situation and how you would improve on it.

This is how to make effective use of real life examples, according to Julie Stevens, course leader for PGCE Secondary Education at Plymouth Marjon University: “I want to read about how you’ve helped a pupil to make progress. What did you change? How did you recognise they weren’t learning? What did you adapt to help them understand? Maybe you modelled it or talked it through? How did the child respond? You might talk for example about why a child was messing around or why a seating chart was put together in a certain way. It’s really encouraging when a candidate offers insights into teaching and that sense of self-reflection”.

You can talk about that examples that demonstrate transferable skills. For example, maybe you had to be resilient to get your Duke of Edinburgh award, maybe you’re a leader on the sports field or maybe you’re a dedicated musician with the music exams to prove it?

In addition, the way you talk about children is really important, the training provider needs to know that you see them as individuals and that you want to help them become independent thinkers. Back to Julie again for more about this: “I want to see candidates who talk about children as individuals and how you can help them make the best progress they can. Helping young people to make decisions for themselves and become independent learners, so that they take responsibility for their own success is essential for adulthood.

"It’s great when someone can talk about innovative things, like how to use social media for good outcomes. Anything like that is powerful because it means they understand our role as educators – we aren’t just filling them with knowledge, we're trying to get children and young people to understand how to develop themselves.”

Get your referee geared up

References really do matter. Julie and Kate report that in practice most of barriers to shortlisting a candidate come not from the personal statement, but from references that are too short. They’ve seen references as short as three lines and that doesn’t tell them enough about you and your suitability for a career in teaching. You could be an impressive candidate, but you can’t be offered a place until your reference checks out.

If you’re applying for undergraduate teacher training through UCAS then one reference is required. If you’re applying for postgraduate teacher training then you’ll need two references. If you’re at university, or have been within the past five years, then one reference must be from someone at your university. The other reference can be from someone who knows you from work, and if you’re applying for School Direct then one of your references must come from your current employer.

A good reference says good things about you and backs up some of qualities and skills you’ve outlined in your personal statement. Your referee needs to talk about your character and why they think you could be a great teacher. The training provider is looking for insight; a different perspective on you, and hopefully one that that verifies the impressions they’re taking from your statement.

You can do a lot to make sure your reference is on point. First ask your referees if they are willing to be your referee and if they think you’ve got the potential to be a good teacher. Next you need to arm them with all the arguments as to why you’ll be a good teacher, they probably don’t know everything you do. Ideally they would read your personal statement so that they can write a reference that complements it.

If applicable, ask your referee to comment on your academic abilities, including your predicted grades. If possible, go through the reference with your referee as you might see something they’ve missed. If so, ask if they are willing to add it, it’s up to them but you can suggest things.

A good teacher training personal statement shows passion and love for teaching, as well as that you’ve done some research and that you’re dedicated to teaching career. Show your personality; show them the teacher you could be. @marjonuni

Back to Kate for closing advice: “Speak with honesty and speak from the heart. I’m looking for passion. I'm looking for somebody I think the has the potential. Then when you come to interview, I already know that you have that passion and so you just need to add the shine to that and tell us more about it in-person, one to one. In that way your teacher training personal statement is the stepping stone into the interview, if it does its job then we’ll be excited to find out more about you”.

You’ve got this. Follow the advice above and you’ll have a brilliant teacher training personal statement in the bag. The next step will be your teacher training interview, so why not check out our articles on how to ace your teacher training interview and teacher training interview questions .

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Your teacher training personal statement

Your personal statement is your chance to make yourself memorable with teacher training providers and show them why you’ll make a great teacher.

You do not have to write it all at once – you can start it and come back to it. Successful candidates often take a few weeks to write their personal statements.

How long should my teacher training personal statement be?

Your personal statement can be up to 1000 words. 90% of successful candidates write 500 words or more.

You could include:

• skills you have that are relevant to teaching
• any experience of working with young people
• your understanding of why teaching is important
• your reasons for wanting to train to be a teacher
• any activities you’ve done that could be relevant to teaching (such as first aid courses, sports coaching or volunteering)

Teacher training providers want to see your passion and that you understand the bigger picture of teaching.

How to write your personal statement

When writing your personal statement you should make sure you check your spelling and grammar in your application. You want to make the best possible impression.

You can use ChatGPT or other artificial intelligence (AI) tools to help you write your personal statement. You should not rely on it to write your entire statement because:

AI tools use bland language and will not be able to give details about you as a person. Using them may result in your application being unsuccessful

your account to apply for teacher training may be blocked if you consistently submit personal statements that look like they have been written with AI tools

Do I use the same personal statement for each application?

You can use the same personal statement for every course you apply to.

However, there may be some instances where you’d like to tailor it to different courses.

For example, if you want to apply to train to teach maths and also to train to teach physics. In this case, you might want to change your personal statement to talk more specifically about the subject you’re applying to train to teach.

Should my personal statement be different if I’m training to teach primary or secondary?

You should use your personal statement to explain why you feel passionate about teaching a specific age range or subject.

If you’re applying for a primary course with a subject specialism, or you’re particularly interested in certain primary subjects, you can talk about that, too.

If you’re not sure if you want to teach primary or secondary, you can find out more about teaching different age groups .

Do I need school experience?

You do not need school experience to apply for teacher training, but it can help strengthen your personal statement.

Teacher training providers like to see that you have a good understanding of teaching, how the school system works and what your transferable skills are. You need more than just good subject knowledge and school experience can be a great way to get this.

Getting some school experience can also be a good way to make sure teaching is right for you before you apply for a course.

Find out how you could get school experience .

Get help with your personal statement

You can get help with your personal statement from our teacher training advisers . They have years of teaching experience and can give you free, one-to-one support by phone, text, or email.

Advisers can also help you understand more about what teaching is really like, which can help improve your application.

Having a teacher training adviser was really beneficial when editing my personal statement and preparing for interviews. My top tips for the application process would be to get an adviser, and to think about what transferrable skills you have when writing your personal statement and answering interview questions. Felix, former teacher trainee

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TIPS FOR PERSONAL STATEMENT

How to write an effective personal statement.

Please take time to read the following information which is designed to help you to write your personal statement effectively.

• Remember , the function of the personal statement is to secure an interview • Wring value out of every sentence you put in, cut the waffle • Be clear – don’t make assumptions about the reader’s knowledge • Use concrete examples . If you did something, say exactly what you did (e.g. As a TA I have supported children to develop a range of skills in mathematics. I used a cookery lesson to teach my Y5 pupils about weighing and measuring and have taught volume and capacity to Y1 pupils as part of a topic on looking after our fish) • Say what you learned (e.g. Whilst observing in a Y3 class, I was impressed at the way the pupils responded to the Learning Objectives. I understand how important it is to make these explicit as it helps the children to …) Broadly, the statement should cover these areas: • Why you want to become a teacher • your transferable skills, knowledge and experience relevant to teaching and what they will enable you to offer a school • your philosophy of education – what it’s all about (and this might be where you want to include your thoughts on things like inclusion); • what other transferable skills, knowledge and experience you can offer, including extra-curricular. • Try to include something ‘desirable’ – that little something which will make your application stand out e.g. Willing and able to coach the school football or netball team.

Final Do’s and Don’ts

Don’t: Go over the character limit – the form will just cut you off mid-sentence. Do: • Keep a copy of your application form – you will be asked questions based on it at interview • Draft your statement on Word first then cut and paste. • Proof read very carefully – errors in written English are frowned upon • Get someone else to read over your form before you press send Good Luck!

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Tips for writing your teacher training personal statement

When applying for teacher training, you’ll have to submit a personal statement. follow our advice on how to show your full potential..

Include genuine and realistic reasons for wanting to teach

You’ll need to outline the reasons you want to teach. These reasons should be compelling. Applicants regularly reel out clichés, for example: 'I want to give back to society' or 'I want to help children'. Although true, what is it exactly you want to give back, and how does teaching help children?

Your reasons need to be developed and realistic. Teaching kids algebra isn’t going to solve the world’s problems. It might make a difference to individual lives, but how so? Don’t forget teaching has a lot to offer you too. Show your awareness of that.

Demonstrate your understanding of the challenges and rewards involved

Teaching can be a challenging profession – make sure you show your recognition of this. But, it can also be an extremely rewarding experience, so don’t forget to include the positives.

Show how your experience in schools helped you to understand the role of a teacher

You’re unlikely to be admitted to a teacher training programme without relevant experience. Make sure to include these details in your personal statement.

Don’t simply recall your experience as a teaching assistant. Relay what the experience meant to you and how it helped you understand what teachers actually do.

If you have experience of working with children in other capacities, include the details

Maybe you were a mentor in a summer camp for children, or you ran a local youth sports team. It’s all relevant. Mention how the experience will help your career in teaching. If nothing else, working with children will have developed your ability to build a rapport with them.

• READ MORE 
• University interviews
• Tips for virtual interviews
• Completing your UCAS application

Draw on other professional experiences and say how they’re relevant

Teaching calls for a variety of skills. You might have experience in managing people, working within a team or communicating across departments. These are all applicable, so include them and make sure to say how these skills will help you succeed as a teacher.

Don’t forget about your subject

Tailor your application according to the subject you hope to teach. This is especially important if you’re applying for secondary school training posts. What makes you an expert in the field? What are the challenges facing teachers of your subject? Why do you want to teach it?

If applying from outside the UK, explain why you want to train here

This could simply be a personal reason or otherwise. Admissions tutors want to know you’re serious about training in the UK.

Don’t waffle

Space is limited to around 4,000 characters across 47 lines – make sure every sentence counts.

Give yourself plenty of time

Don’t leave the personal statement until the day before the deadline. You’ll need time to proof and edit it to make it strong and complete.

• See university deadlines

Don’t keep it to yourself

Try to get feedback on your personal statement from a teacher you know, as well as a university tutor – they’re likely to have a unique insight.

Bear in mind who you’re writing it for

Are you applying for school-based or university-based training? This should have some impact on your personal statement, as a university may be looking for something different to what a school wants. Perhaps this will influence whose feedback you’ll listen to more closely.

Get the basics right

Consult DfE’s guide to make sure you’ve done everything correctly. Triple-check everything and take breaks between writing and editing. It’s hard to spot errors when you’re staring at your work for long periods of time.

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Writing a Personal Statement

Going for your first NQT post can be a daunting prospect... especially when in teaching, you need to write a personal statement to support your application form.

Schools use your personal statement to help short list candidates for a position by checking off the criteria of the person specification that they can see in your statement. It is always a good idea to write your personal statement alongside the person specification, ensuring that you have included all the "essential" criteria and as much of the "desirable" criteria you can that are assessed through the application.

Where possible, you should also use the language of the school you are applying to - their vision, values, mission and ethos statements will help you here and should be available on the school's website. You will also sometimes find these in the application pack. Read this carefully and then read it again, reading between the lines of what they might be looking for.

Here is an example of the structure of a personal statement for a trainee teacher applying for their first NQT job:

Begin with an impact statement that summarises your philosophy on teaching or that refers to the mission/vision/values/ethos of the school you are applying to:

I believe that it is, as Einstein said, the supreme art of the teacher to awaken joy in creative expression and knowledge. As a passionate teacher, dedicated to ensuring the very best outcomes for all students I teach, this statement resonates with me as I endeavour to awaken joy in all of the learners within my classroom. It was your belief all young people have the right to a transformational educational experience, that will enable them, no matter what their starting point, to fulfil their potential and realise their ambitions that first attracted me to your school as it aligns with my own personal and professional philosophy on education.

Throughout my practice, I constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning. I have consistently set high expectations of pupils in different training contexts. There are high levels of mutual respect between me and pupils. I am very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities. In my lesson, I generate high levels of enthusiasm, participation and commitment to learning.

Back this up with an example from your training.

I have also assumed a high level of responsibility for the attainment progress and outcomes of the pupils I have taught. I have demonstrated confident judgement in planning for pupil progression both within individual lessons and over time and I am able to articulate a clear and well-justified rationale as to how I am building on prior achievement. Within my lessons, I seek to actively promote engaging and effective methods that support pupils in reflecting on their learning. I have demonstrated that I am able to set appropriately challenging tasks, drawing on a sound knowledge of the pupils’ prior attainment, which has been obtained through systematic and accurate assessment. I regularly create opportunities for independent and autonomous learning. As a result the majority of pupils make very good progress.

In order to plan effective lessons, I draw on my in-depth subject and curriculum knowledge of [your subject or phase] to plan confidently for progression and to stimulate and capture pupils’ interest. Throughout my training, I have demonstrated very well-developed pedagogical subject knowledge, by anticipating common errors and misconceptions in my planning. I am astutely aware of my own development needs in relation to extending and updating my subject, curriculum and pedagogical knowledge in my early career and have been proactive in developing these effectively during my training. I always model very high standards of written and spoken communication in all professional activities. I also successfully identify and exploit opportunities to develop learners’ skills, in communication, reading and writing.

I plan lessons that often use well-chosen, imaginative and creative strategies, and that match individuals’ needs and interests. I am highly reflective in critically evaluating my practice. I am able to accurately judge the impact of my practice on individual and groups of learners and can use my evaluation to inform future planning, teaching and learning. During my training, I have shown initiative in contributing to curriculum planning and developing and producing effective learning resources in my placement settings.

I have been able to quickly and accurately discern my learners’ strengths and needs and I have been proactive in differentiating and employing a range of effective intervention strategies to secure progression for individuals and groups. I have an astute understanding of how effective different teaching approaches are in relation to impact on learning and engagement of learners

I can confidently and accurately assess pupils’ attainment against national benchmarks. I use a range of assessment strategies very effectively in my day-to-day practice to monitor progress and to inform future planning. In my practice, I systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning. I have shown that I am able to assess learners’ progress regularly and work with them to accurately target further improvement and secure rapid progress.

I have been able to rapidly adapt to the different circumstances in which I have trained, working confidently within the frameworks established in different settings and applying rules and routines consistently and fairly. I have also demonstrated an ability to adapt to remote working and remote delivery in response to the Global Pandemic. I consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these very effectively, including use of school sanctions and rewards, and use of praise, in order to create an environment highly supportive of learning. I am able to manage pupil behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and co-operation. Where it is needed, I actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.

During my training, I have been proactive in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school. I have built strong professional relationships and have demonstrated that I am able to work collaboratively with colleagues on a regular basis. I have taken responsibility for deploying support staff in my lessons and for seeking advice from relevant professionals in relation to pupils with individual needs. I deliberately seek out opportunities to develop my own professional learning and respond positively to all the feedback I receive. I have also demonstrated that I can communicate very effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being when required to do so formally, but I am also proactive in communicating in relation to individual pupils’ emergent needs.

I always treat pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher's professional position. I realise the need to safeguard pupils' well-being, in accordance with statutory provisions. I show tolerance of and respect for the rights of others. I do not undermine fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs. I always ensure that personal beliefs are not expressed in ways which exploit pupils' vulnerability or might lead them to break the law. I am always punctual and have good attendance. I have attended numerous CPD sessions and will continue to do so. I have also completed a weekly duty (before school and at break} and attends daily briefings (whole school, subject or pastoral). I have taken on board the policies of the school and maintain a high standard in all my practices. I have a good understanding of the framework within which I work and my professional duties

End with a statement that implies/assumes you will be invited for interview:

I would relish the opportunity to work at your school and look forward to discussing this further with you at interview.

You can download the word version of this

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Preparing your teaching personal statement

It’s crucial that you use this as an opportunity to show your knowledge of, and skills for, teaching. A good statement should highlight your strengths and how you can bring these to teaching.

Think about the distinct qualities that will make you an amazing teacher. Your personal statement should convey energy, enthusiasm and a passion for teaching.

Key points to cover

As a general guide, it’s a good idea to cover:

• your reasons for wanting to teach
• the qualities you have that will work well in the classroom – such as communication, organisation and creativity
• how previous studies and any work experience relate to your chosen subject or age group
• what you’ve learnt during any school experience placements
• how you’ve benefited from any other experience that you may have of working with children or young people – for example, working with a Brownie, Cub, Scout or Girl Guide group

UCAS advice

You can also find useful information on the UCAS website, which will help you work through your personal statement:

• How to write a personal statement
• Personal statement guidance for Teacher Education applicants
• UCAS Personal statement worksheet

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Personal statement for PGCE secondary

If you want to teach children aged 11 and over you'll need to apply through the Department for Education's (DfE) Apply for teacher training service

This example should be used for guidance only. Copying any of this text could significantly harm your chances of securing a place on a course.

Example personal statement for PGCE secondary

I became interested in teaching after realising how much I had benefited from excellent and passionate teachers. They exuded a real sense of enthusiasm for learning, which inspires me to pass on that passion.

My love for computing developed during my A-levels after discovering an aptitude for programming and networking. This drove me to study more, going on to gain a 2:1 in BSc Computer Systems and Network Engineering from the University of England. Studying at university developed my passion for computer sciences and taught me a range of transferable skills that I believe are fundamentally important to teach young people. This is demonstrated in my dissertation, which was awarded a first, investigating The Internet of Things (IoT) and how it can help shape educational establishments of the future.

While at university I decided to volunteer as a teaching assistant in a mainstream school. By my final year I was able to take responsibility for running activities in the classroom, balancing the needs of each child and managing behaviour issues. In addition, I regularly helped run the lunchtime computer club. In working with more vulnerable students such as SEN learners I saw the role played by support staff in maintaining control of the classroom, particularly with those who can be disruptive when under stimulated. I learned the importance of differentiating lesson plans to educate and engage students with special needs and the power of strategies such as a well thought out seating plan and friendly competitiveness in learners. I saw students develop within the classroom as a result of my determined support and these good working relationships are beginning to result in higher grades. I have liaised well across several departments to communicate information about students in an organised and diplomatic way.

One highlight was when I supported a young person with ADHD who attended computer club. They had been struggling to remain focussed and on task in class but were able to focus well when completing tasks on a computer. As a result, they suffered from poor behaviour, disengagement and low self-esteem. I negotiated with some class teachers to allow this pupil to use a tablet during their lessons. The pupil could then access any PowerPoint presentations being delivered to enable them to go back and reread specific slides. They could also access links to visual resources to enhance their understanding of the subject being taught. Homework was posted online for them to complete and submit electronically. This was such a success that the school invested in more tablets to be used by a range of students across the school. This further inspired me to want to become a teacher to enable me to support others who may be facing barriers to learning that could be tackled through the introduction of technology.

To support my professional development further I undertook short work placements in two other schools. Volunteering in Key Stages 1 and 2 confirmed my desire to teach Key Stages 3 and 4. I became aware of the many demands placed upon teachers and their time and I believe that the project management, communication and problem-solving skills gained during my degree will be invaluable assets within the classroom and beyond. I was exposed to a range of pedagogical models and teaching methods, which is something I look forward to learning more about on a PGCE.

One of my hobbies is to make short films about how to use different forms of technology and software packages. I post these on YouTube as instructional videos. These have proved to be very popular and I am considering how I can use this type of activity to benefit the students I teach. One option is to support students to create their own videos to help deepen their understanding of a subject, which they can then choose to upload to the school's virtual learning environment to aid their peers if they wish.

During school placements I witnessed the challenges and rewards present in a school environment. Teachers need to be resilient particularly when working with students who find school difficult, do not want to engage and do not want to accept support. However, I look forward to working in the education system and believe I could help and inspire students to develop their future aspirations.

While researching for my dissertation I spoke with secondary school teachers about the challenges their students faced and one that came up often was digital poverty. In many inner-city schools, pupils do not always have access to up to date and reliable computer technology to allow them to keep up with the advances in technology that they’ll face when seeking employment. One of my aims would be to investigate how the use of integrated technologies, as well as fostering links with local companies and the community, could result in a cost-effective solution allowing all students equal access to computer technology.

Technology has become its own form of literacy due to its prevalence in everyday life. Numerous careers use at least one aspect of Microsoft Office or Google Drive daily; balancing budgets on spreadsheets, creating slides to be presented, or attaching documents to emails to communicate important information. Allowing students to learn and refine these skills prepares them for life beyond the classroom.

With technology being present in many classrooms, and not just to teach computing skills, the introduction of the IoT could enhance learning activities even more. It could provide improved connectivity, introduce artificial intelligence and virtual reality to the learning environment as well as cloud computing platforms. I am excited about the future of education and how I can be an active part of it.

When writing your personal statement, you need to include:

• What inspired you to choose teaching.
• Why you wish to teach at secondary level.
• Your knowledge of the pressures and rewards of teaching.
• The personal qualities and skills that will make you a good teacher.
• How you might contribute to the wider school environment such as running extra-curricular activities and clubs.
• Any experience of working with children and what you learnt through doing this.
• Evidence of your knowledge related to the subject you hope to teach.
• Any relevant work or unpaid experience.
• Your degree, degree modules and dissertation topic where relevant.
• Any relevant skills, hobbies and achievements.

Find out more

• Read all about applying for teacher training .
• Get prepared with our teaching interview questions .
• See more examples of teaching personal statements .

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How to write the perfect teaching personal statement

Application and interview, tes editorial.

When applying for a new job, you may be competing with tens or hundreds of other applicants in a race for the role.

The HR manager or headteacher recruiting for the job will be scrutinising every detail of your application to make sure they are bringing in the right people for interview.

The application form is the first hurdle you have to get over and sets the first impression of you as a person in the recruiter’s mind.

• Advice on honing your job search
• How to write a personal statement for teacher training
• How to write a must-read CV

The personal statement: why does it matter? 

The personal statement presents the perfect opportunity to show you are an exceptional candidate, understand teaching and know the school you are applying to.

It is not an easy task and is a tricky thing to get right. It requires being concise and clear – it shouldn’t be too long or read like a list.

You should talk about yourself and your professional achievements, while at the same time apply those experiences to the school itself.

We spoke to Malcolm Trobe, deputy general secretary of the Association of School and College Leaders , about what goes into the perfect personal statement. Here's what he said:

What does a great teaching personal statement look like?

"In general, I would say no longer than two sides of A4 – typescript. It needs to be well structured and linked to the specific school. It will need to include a number of key areas, including behavioural management, educational philosophy, subject expertise, pedagogy, personal organisation and skills and enrichment activities that the candidate can bring."

What should it contain?

"I would recommend that candidates include three elements in each of the key areas:

• What their beliefs/philosophy/approach is – i.e., the theory
• Their experience in that area
• How they would use that experience in the school they are applying to and specific to the job they are applying for

The statement should also include something personal in terms of their outside interests to indicate that they live an interesting and well-balanced life."

What are school leaders looking to read in a good personal statement?

"They will want to see something of the person’s character come through. It must not be just a list of achievements or repeat of the CV. It needs to be well-written, error-free and mention the school they are applying for – but not too many times. It should read as if it has been specifically written for the school and job they are applying for. I would be looking for something similar to the approach I have indicated above, covering all of the key areas and indicating that they have a vocation for working with young people. Somehow I would like to see a ‘generosity of spirit’ come through in the statement."

How can a candidate stand out in a personal statement?

"A good personal statement needs to include something of the person themselves. It has to make the reader believe that the candidate has something special without bragging or appearing arrogant – but something a bit above what other candidates may offer. A really good introduction and ending are important, and it's worth spending a great deal of time crafting those sections of the statement. Hook the reader in at the beginning and finish on a high note so that they want to meet the person and explore what has been written."

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Psychology and education personal statement example.

Childcare, as well as psychology has fascinated me in all aspects of my school education and this motivated me to enter 6th form; the A levels that I took were based around the mental development of young children.

This led me to question, as to the reason why children tended to misbehave in class, was it down to their genes or was it down to any new factors that hadn't been identified before?

Psychology has developed hugely in the past decades and even now new research and theories are being produced. I feel that my determinism to study this vast subject would be ideal for my career.

I am studying English Language, Psychology and Religious Studies at A level, these subjects have enabled me to delve deeper into the behavioral and psychological aspects that shapes the discussions that occur in a classroom.

I have established a firm grasp on a variety of teaching methods which I perhaps would like to explore further.

I plan to study this particular area, as this is one aspect of teaching that has always been changing and developing over the past twenty years, and I am interested in finding a new way to improve it still further.

For example in Peer tutoring, so the students have a greater opportunity to develop their interaction skills. In English Language I predominantly enjoyed the Language acquisition topic in English and Psychology, as I was able to apply my previous knowledge and practical experience to the different theories that were being discussed.

I have always been fascinated by how the mind works and the assortment of constant change that is linked to psychology.

To aid my interests, I spent six weeks with a primary school and participated in the paired reading scheme with a year two student; this gave me a real sense of pride in knowing that my time and efforts were giving the children a headstart for the future.

From December 2007 until July, I assisted with the lunchtime activities for the Key Stage 1 children at another primary school with Vinvolved.

I found that within the first two weeks I had already formed strong relationships with certain individuals in the year, I was able to build up their social skills, enabling them to play alongside their class mates.

Throughout the months, I was also able to observe their interactions between each other and formulate theories as to how to solve the problems that tended to arise.

Moreover, I have completed my Duke of Edinburgh bronze award, in which I undertook a childcare course and a first aid course as part of my service. I found the whole experience to be very valuable, as I developed my skills of endurance as well as map reading.

During my time at school, I taught myself the acoustic Guitar and Piano and my extra-curricular activities include: cross country; enjoy triple jump; hurdles; football and badminton.

At School I am a House Captain and a Prefect, in which my duties require me to keep control in my specified area and to offer assistance to any pupils.

This I think demonstrates my determination and organisation to fulfill my duty to the school. I currently work part-time at a Tesco Superstore and having to respond to customers needs in very busy situations has been a tough experience, but I have learnt to keep calm when things get strained.

In my spare time, I am a Youth leader at the local youth club which attracts 50 secondary children held at a nearby Methodist church.

This began as a difficult task at first, but after the children settled down, my relationship with every child has developed in the process, which has boosted my determination that psychology is the ideal course for me to pursue.

I hope to get a strong perceptive understanding of psychology and to identify the cultural and social factors that have impacted our civilisation by undertaking my course at university.

In particular I also plan to study deeper into the Educational Psychology aspect and that it will set the foundations for a teaching profession in the near future.

Profile info

This personal statement was written by rach_15_1990 for application in 2009.

rach_15_1990's Comments

Im not really sure if it is alright, please feel free to criticise at any point as I would like your feedback :)

This personal statement is unrated

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Thu, 25/07/2013 - 00:20

Im obliged for the post.Thanks Again. Will read on...

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How to write a teacher personal statement

Your personal statement is your first opportunity to show the school you’re a great fit for the job, and gets you closer to being shortlisted for an interview. The more you show how your skills and interests match the school’s ethos and values, the better. We’ve spoken to a range of teachers to get their top tips for success.

What experience do you have?

Schools want to hear about your trainee experience with different subjects, key stages, types of school, and working with a range of pupils.

Think about your approach to teaching, how you keep pupils engaged, and how you communicate with different kinds of people (children, staff, parents and carers). Ensure you provide evidence for how you have improved student engagement and built positive relationships with pupils.

Schools will be interested in your approach to behaviour management, so think about your go-to strategies.

Are you engaged in teaching theory and research?

Think about any research that has affected your teaching practice. Explain what has worked well and if it didn’t, what you learnt.

Are you up to date on safeguarding statutory guidance?

You need to demonstrate your awareness of the importance of safeguarding and the requirements of Keeping Children Safe in Education . Include any examples of how you worked with a Designated Safeguarding Lead.

What are your skills and qualities?

Are you a well-organised, confident, and motivated teacher? Say it, and provide examples! Schools are looking for great communicators, team players and relationship builders. Make sure you say how you create a positive learning environment, and consider skills like time management, organisation, and flexibility. Schools will also want to know how you overcome challenges.

How can you contribute to wider school life?

Set yourself apart by showing how your hobbies and achievements could contribute to the wider school community. Could you run an after school club or organise school trips?

Search for roles

Search for roles on Teaching Vacancies now.

• Open access
• Published: 21 May 2024

Pupils' inclusion as a process of narrative interactions: tackling ADHD typification through MADIT methodology

• Davide Bassi 1 ,
• Christian Moro 2 ,
• Luisa Orrù 2 &
• Gian Piero Turchi 2  

BMC Psychology volume  12 , Article number:  281 ( 2024 ) Cite this article

Metrics details

ADHD is the most common childhood neurodevelopmental disorder. The symptomatology makes the management of ADHD particularly demanding in school, so teachers’ training programs have been widely implemented. Nevertheless, these interventions could lead teachers to concentrate on the dysfunctional elements of these students, exposing them to the risk of stigmatisation. Conceptualising stigma and inclusion as narrative processes, the present study observed how teacher ADHD training texts, endorsed by the Italian government, impact on the inclusion process of students.

The research analysed a corpus of N  = 31,261 text occurrences and focused on three areas: (1) ADHD as a clinical condition; (2) the impact of ADHD characteristics in the scholastic setting; (3) interventions to manage ADHD criticalities in school settings. To observe the interactive processes fostered by the narratives under scrutiny, we used Dialogic Science and MADIT methodology, since they allow us to measure the language use modalities through an index: the Dialogical Weight (dW). The value of dW ranges between 0.1 (min) and 0.9 (max) and is linked to the potential outcomes of inclusion for students with ADHD. A low dW accounts for narratives entrenched in personal beliefs presented as absolute truths, undermining inclusion of students with ADHD. In contrast, high dW signals language interaction relying on sharable elements, able to foster social unity and diminish stigma.

The results yielded a critical discursive configuration, both in general and for the three distinct areas. We measured an overall Dialogical Weight of 0.4dW and, for the three areas (1) = 0.3dW; (2) = 0.3dW; (3) = 0.4dW. The analysed text does not maximise the triggering of inclusive interactions, as they rely on individual references and present one’s narrative as the sole plausible perspective: reinforcing already existing positions and exposing to the risk of stereotyping of the pupils.

Conclusions

The study highlighted how the ADHD training materials analysed, focusing on a purely informational and clinical approach, lose in effectiveness with respect to generating inclusive school settings. Finally, to promote the inclusion of these pupils, elements are offered for outlining an approach based on fostering active participation by all roles involved.

Peer Review reports

ADHD: from the clinic to the scholastic inclusion

According to the European ADHD guidelines [ 1 ], ADHD is the most common neurodevelopmental disorder in the mental health, paediatric and primary care departments of children and adolescents.

The diagnosis (following the criteria of DSM-5) requires the presence of developmentally inappropriate levels of hyperactive-impulsive and/or inattentive symptoms for at least 6 months in different settings, causing impairments in living [ 2 ]. ADHD is mostly diagnosed in children and adolescents, but meta-analysis showed that adults present this symptomatology too, although with lower prevalence [ 3 , 4 , 5 ].

Despite the age of the patient, being diagnosed with ADHD is associated with impairments in social and emotional functioning, increased likelihood of injuries, premature death, suicide, convictions, criminal and at-risk behaviours [ 6 ]. Furthermore, ADHD symptomatology can affect not only the patient, but also the relatives and all those individuals who interact in various ways with him/her [ 7 , 8 ]. In this regard, the specificity of the symptomatology makes the management of ADHD particularly demanding at school.

Varrasi et al. [ 3 ] illustrate how executive dysfunction hampers the ability to follow instructions, listen, and manage frustration. Metacognitive deficits impede self-management and reflection on one’s own learning and performance. Moreover, pupils with this diagnosis frequently express emotional dysregulation, complicating interpersonal relationships and further exacerbating executive and metacognitive impairments. Taken together, these ADHD symptoms lead to reduced academic success. At the same time, these factors can be at the root of critical interactions with peers and teachers within the school environment [ 9 , 10 , 11 , 12 ].

Pupils diagnosed with ADHD, in fact, usually have a normal level of intelligence, but they require specific changes in the teaching approach to help their learning. On this point, ADHD constitutes the most common disorder diagnosed among the learners with SN (special needs) [ 13 ]. For these reasons, training programs for teachers have been created and implemented, aimed at developing skills and strategies useful for managing the symptomatic manifestations of ADHD in social situations [ 14 , 15 , 16 ], thus promoting their inclusion.

Nevertheless, when teachers are informed about the basic features of ADHD, they tend to concentrate on the dysfunctional elements of these students [ 17 , 18 , 19 ]. This, in turn, could lead to additional stigma-related criticalities [ 20 ]: generating, for example, a lower self-esteem of these pupils [ 21 ], a worsening of the scholastic achievements [ 22 ] and producing critical pitfalls on the management of the critical issues themselves [ 23 ], such as an overreliance on pharmaceutical treatments [ 24 ]. Therefore, it follows that these teachers’ biased attitudes, beliefs, and narrations could negatively impact the inclusion process [ 17 , 25 ] and how peers will be involved in including the student with ADHD [ 26 ].

These “teacher biased attitudes”, in addition, could also have critical repercussions on a clinical level. In fact, considering the absence of a specific cause, objective assessments (such as neuropsychological tests, EEG and neuroimaging) are of limited use in clarifying the diagnosis, forcing the professional to strongly rely on the collection of anamnesis [ 27 ] and accounts produced by “non-expert roles”, such as teachers. This way the narrations of these roles assume a central part in the diagnostic procedure [ 1 , 2 , 28 ].

From what has been argued so far, the central role played by teachers in the management of ADHD patients emerges.

From the initial diagnosis to participation in therapeutic interventions, educators are required to apply targeted strategies and knowledge to address the challenges that may arise in an academic environment, due to the behaviours exhibited by individuals diagnosed with this condition.

These criticalities concern, above all, the peer-to-peer relations, the educational performance and the respect of the rules [ 11 , 29 ]. Given this, teacher’s training regarding ADHD problems have been more and more promoted and studied among the scientific community [ 29 ].

Different research, in fact, studied the effectiveness of teacher’s training. Nevertheless, they recurred to a strictly clinical point of view, i.e. observing how much the work on antecedent and consequent behaviours reduced the critical conduct (i.e. the symptoms) of pupils diagnosed with ADHD [ 29 , 30 , 31 ]. Even though these studies can be useful for clinical purposes, they fail in assessing how these interventions impacted on school interactions. This, in turn, leaves unanswered questions regarding, for example, the relationship between these interventions, the emergence and the consolidation of stereotypes and, thus, their impact on the inclusion process.

Inclusion as a narrative issue

In the previous paragraph we emphasised the need to provide tools capable of observing if, how and to what extent the narratives generated by and during teachers’ training foster the emergence of stereotypes or whether they promote inclusive processes.

In this regard, drawing from Meininger [ 32 ], inclusion can be understood as a process involving people’s stories and narrations. Consequently, intervening on the processes of inclusion implies intervening on the narrative processes through which people construct their biography, and assess the extent to which these narrations can link and interact with other narrations.

De Luca Picione et al. [ 33 ], for instance, collected the narrations of students regarding their experiences of inclusion within the educational context to observe the impact on their sensemaking process. Similar research, albeit with different methodologies, has also been carried out by Savarese & Cuoco [ 34 ], Lawson et al. [ 35 ] and Hamre [ 36 ], where qualitative approaches have been used to investigate how the inclusion process is described and built through the narrations of respondents.

As much as the aforementioned studies are appropriate and pertinent to the subject of inquiry, their approach is inherently applicable only in a post-hoc manner, i.e. after the educational interventions have been implemented.

To tackle this issue, several scholars focused on the analysis of the informational material used to structure and substantiate these informational training programs. Doing so requires understanding ADHD teachers’ training textbooks, rather than static text, as potential material to build interactions with other linguistic productions. In this processual perspective, narratives’ pragmatic value depends on their potential of opening or closing dialogues with other discourses [ 32 ]. This way, adopting an “ex-ante” logic, they aim to anticipate the impact of the informational material on the audience.

Within this research frame, it is possible to include the research carried out by Freedman [ 37 ], using discourse analysis to investigate the narrations conveyed by the textbooks used for teacher training in the USA. The author emphasises how, starting from these textbooks, teachers may rely more on medical advice than on diverse teaching strategies; secondly, the policies they develop may contradict the objective of inclusive education, hindering the generation of an inclusive and diverse educational environment.

Another investigation into ADHD informational content in the USA is the study by Erlandson et al. [ 38 ]. Using Critical Discourse Analysis (CDA), the researchers identified several significant issues, including argumentative fallacies that circularly pose ADHD manifestations as causes and effects, as well as an excessive dependence on biomedical interventions.

Similarly, Te Meerman et al. [ 39 ] scrutinised ADHD information conveyed by academic textbooks, scientific articles, websites and videos. The authors employed CDA and Qualitative Content Analysis (QCA) to analyse both the content (e.g. nouns, acronyms and metaphors choices) and the possible presence of logical fallacies (e.g. circular argumentations and generalisations). This analysis revealed how informational texts can contribute to reify Footnote 1 ADHD.

Lastly, we acknowledge the study conducted by Val Langen et al. [ 40 ], wherein 41 psychoeducational textbooks from the USA, UK, Netherlands and Hungary were examined through discourse analysis. Once identified the main themes conveyed (i.e. “definition of the diagnosis”, “causes and risk factors” and “treatments”), the authors focused on the discursive patterns used to articulate them. Across the four countries, the authors observed several internal conflicts in how ADHD was framed and contextualised, potentially leading to confusion among the audience.

Our study aligns with these previous investigations yet sets itself apart by employing a methodology that quantifies the degree of inclusivity rendered by the materials analysed (see “Methods” for further explanations). The introduction of a measurable index provides two primary benefits: (1) it facilitates rigorous and comparably easier evaluations across different studies; (2) it necessitates a comprehensive review of the texts under examination, ensuring that both their strengths and limitations are duly considered. Additionally, this study investigates educational materials endorsed by the Italian government, a country that is missing from the studies in this field, thereby filling a significant gap and adding a unique perspective to the existing research landscape.

Theoretical and methodological references

This study aims at observing how ADHD teachers’ training textbooks, endorsed by the Italian government, impact on the inclusion process of students diagnosed with this disorder. To this extent, the research is akin to the one carried out by Freedman [ 37 ] in the United States. Nonetheless, we referred to a different methodology in order to observe, in addition to the contents used, the processual dimension of the narratives proposed in these documents and to measure how much these modalities expand the range of possible interactions.

To achieve the aforementioned objective, we drew upon the theoretical references of Dialogic Science Footnote 2 , which follows the Narrativistic Paradigm [ 42 , 43 ]. The methodology employed for the text analysis is MADIT (Methodology for the Analysis of Computerised Text Data) [ 42 , 44 ]. Dialogic Science and MADIT provide the researcher with, respectively, a theoretical basis and a methodological approach for describing and measuring the use of natural language. This approach is based on the encoding of 24 Discursive Repertories (DRs) Footnote 3 , each one representing a specific modality of using natural language (see Supplementary Materials 3). Humans can create countless narrative realities through language, nevertheless all these realities of sense can be described as a set of these modalities which, in turn, create a discursive configuration Footnote 4  that can either change over time or remain static. MADIT’s procedure for text analysis comprises 6 sequential steps (Fig.  1 , following the black arrows): the first two are defined as ‘transversal’ as they are performed only once. The latter four are defined as ‘recursive’ as they need to be performed on each single response text. Although the six steps are sequential, some of them − 3, 4 and 5 - demand the researcher to refer to previous ones (as specified in Fig.  1 ). In particular, steps 3 and 4 ask to refer to what anticipated in step 2: this is useful for the researcher to place him/herself in the role of respondents, in order to foreshadow a range of actually possible answers and ways of using language to configure the topic. In turn, this allows the analyst to be more precise and efficient in step 5 and 6 of the procedure. Differently, step 5 asks to refer to step 3: again, this is useful for the researcher to have a track of the most common possibilities of using language in relation to that topic (without excluding any of them a priori). Identifying the argumentative ‘joints’ of a text and denominating the DRs can be considered as concurrent processes in MADIT: in fact, in the same moment the researcher detects the argumentative ‘joint(s)’ of a text he/she knows how language has been used, and so to which DR matches.

- MADIT’s procedure for text data analysis

According to their characteristics, the 24 Discursive Repertories have been categorised into three typologies: Stabilisation, Generative and Hybrid.

Stabilisation Repertories are discursive modalities characterised by producing absolutizing narratives by making use of personal references. Regarding the management of pupils with ADHD, thus, these narrations offer a single possible scenario. On one hand, they portray a stereotypical image of the student, which exhausts all potential narratives. On the other hand, they frame the approaches for dealing with these students as mechanical solutions that are generalizable and universally applicable, regardless of specific situations and individuals involved.

Generative Repertories, instead, consist of language use modalities that are characterised by crafting more possibilistic narratives, employing intelligible elements whose collectively shared value allow the interactants to orient themselves. These modalities, when it comes to management of pupils with ADHD, generate interactive scenarios in which all roles can make their contribution. Thus, they allow the identification of the characteristics of the situation under consideration and the generation of solutions that take into account the specific critical and strong points. Moreover, given the involvement of different roles, these discursive modalities are characterised for promoting social cohesion and assumption of responsibility.

Finally, Hybrid Repertories can take either a stabilisation or generative orientation, depending on the type of DR they are interacting with.

Thanks to the encoding of DRs, Dialogic Science provides a rigorous measure of natural language use modalities: the Dialogic Weight (dW). Each Discursive Repertory has its dW depending on its specific properties. dW can assume values between 0.1 and 0.9: the lower the dW, the more it will be characterised mainly by Stabilization Repertories; vice versa, a text with a high dW will be mainly characterised by Generative Repertories.

In conclusion, referring to the conceptualization of Meininger [ 32 ], it is possible to link the value of dW to the outcomes we can expect in terms of inclusion of pupils with ADHD. Namely, a discursive configuration with a low dW, generates a text grounded in personal theories and references which stands as a factual reality. This lessens the possible narrative plots ramification around the pupils diagnosed with ADHD, undermining the inclusion processes. Conversely, discursive configurations with high dW are indicative of language interaction modalities able to foster inclusive processes, reducing stigmatisation [ 42 ], social fragmentation and, at the same time, promoting social cohesion [ 44 ].

Dataset and investigation protocol

We created an investigation protocol aimed at observing the text regarding three different aspects of the issue (see Table  1 ). To provide the most comprehensive understanding of the discursive configuration generated by the textbooks, each dimension aims at addressing a specific portion of the objective, moving from the more general description of ADHD as a clinical condition, then detailing its manifestation within the school environment and, finally, examining how this information translated into practical management strategies for ADHD school-specific critical issues. This choice is also consistent with Erlandson et al. [ 38 ], underscoring how approaching this topic transitioning from “the general to the specific” allows the researcher to contextualise its analysis. In this regard we emphasise how contextualisation is crucial to produce the most accurate anticipation about the narrative trajectories that a text may engender.

In order to gather the texts used for teacher training, we referred to the bibliography indicated in an official communication of the MIUR (Ministry of Education, University and Research) [ 46 ] in response to the increasing and reported presence in schools of pupils diagnosed with (see Supplementary Materials 1 for the complete list of the materials analysed). While we acknowledge that Italian professionals and teachers may refer to additional materials, we opted to analyse these texts as they encapsulate the institutional state-of-the-art perspective on ADHD. Consequently, we anticipate that these resources represent the most commonly used and widespread materials in the educational sector.

Prior to the use of MADIT for the text analysis of these documents, we carried out an initial “skimming” of the same by eliminating all the text excerpts that did not cover any of the three investigation areas. At the same time, the valid texts have been assigned to one of the three categories (see Table  2 ). Once this was done, each text was analysed according to MADIT’s procedure. To keep track also of the contents conveyed by the analysed texts, we created a list of “archipelagos of meaning”, i.e. content micro-categories generated according to the research objective (for the complete list of the “archipelagos of meaning used for the research see Supplementary Materials 2). Finally, using D.I.Ana. software [ 42 ], we automatically calculated the dW of the configuration, as well as the descriptive statistical indexes of the same.

First investigation area - ADHD as clinical condition

Table  3 delineates key DRs pertinent to the first investigation domain, alongside the corresponding archipelagos of meaning and their respective dW within the configuration (for the detailed results regarding all the 24 DRs, see Supplementary Materials 4a).

As the table shows, the most used DR is “Certify Reality” Footnote 5 . This DR is characterised for creating a reality of sense that poses itself as a “matter of fact”. The data regarding the archipelagos of meaning, then, show how this way of configuring reality mainly conveys contents related to the technical features of the diagnosis (prognosis, aetiology, comorbidity, incidence and prevalence), with discursive production such as:

“ behaviour disorders necessarily have an organic aetiology” .

The example shows how, using this discursive modality, ADHD aetiology is rooted into the organism of the person, without making explicit the criteria adopted to claim so. This way the description of the characteristics of the diagnosis is poorly intelligible, resulting in confusion for the receivers of the information as shown also by [ 40 ]. To deal with this, teachers could use these clinical elements appealing to personal interpretations, or even ignore them. This can reduce the capacity of these materials to aid teachers in adjusting their activities and approaches to accommodate the clinical characteristics of ADHD. Moreover, the configuration of the organism as the only possible “intervening dimension”, allows us to anticipate how these texts could be used to justify possible academic failures, ascribing them to a biological dimension where the teachers have no margin of intervention. In this regard, Te Meerman et al. [ 47 ] and Freedman [ 37 ] point out how the controversial but widespread characterization of ADHD as a genetic neurodevelopmental disorder may render educators and other teaching professionals inadequate, potentially compelling them to seek solutions beyond their own skills and resources. This reluctance may also precipitate in a more severe consequence wherein educators demonstrate an aversion to assuming responsibility for students with special needs [ 48 ].

The second DR in order of frequency of occurrence is the one of “Specification” Footnote 6 . This DR belongs to the Hybrid typology; thus, it cannot occur on its own, but needs to be associated with another. In this sense, its impact on the configuration will depend on the repertoire to which it will link.

Looking at the archipelagos of meaning, it is possible to see how this DR is used especially with reference to “relational issues”, “neurobiological elements” and “behavioural issues”. An example of the use of this DR can be observed in these two text excerpts:

In this case, the second text excerpt is used to specify the reality of sense generated by the first one, providing more details about the circumstances where the attentional deficit emerges. Therefore, the text supports the established reality of sense derived from the initial one.

The third DR is the one of the “Confirmation” Footnote 7 . Also, this DR belongs to the Hybrid typology. Referring to the example below, one can observe the varying “support” provided by this DR, in contrast to that of the “Specification” DR. In fact, while the latter works by adding details to the configuration, the former plays a role of “reinforcement” providing textual elements that contribute to the maintenance of the reality of the sense generated as a sort of “proofs”.

Finally, the observed value of dW (0.3 dW) underscores the prevalent application of stabilisation DR, leading us to conclude that the narrative construction of ADHD as a clinical condition creates a “closed” interactive scenario. From a more operative perspective, this suggests that teachers are likely to use clinical information on ADHD to sustain (or justify) the current situation, rather than to create new approaches for addressing and managing the unique challenges faced by these students (see also Te Meerman [ 47 ]).

Furthermore, given the critical role teachers play in the diagnostic process, the implicit value of the provided information can lead to subjective understandings of ADHD characteristics. Additionally, Freedman [ 37 ], analysing the diagnostic criteria for ADHD, identified the same subjectivity, thereby underscoring the importance of this issue. Relying on personal criteria, in fact, introduces substantial risks to the reliability and validity of the diagnosis, potentially leading to an increase in the incidence of false positive or false negative assessments.

Second investigation area - ADHD in the scholastic setting

Table  4 contains the most frequent DRs and archipelagos of meaning used to generate the discursive configuration in relation to the second investigation area, as well as the dW of it (for the detailed results regarding all the 24 DRs, see Supplementary Materials 4b).

Also in this case the most used DR is “Certify Reality”. However, precisely because of the different investigation area, it’s possible to observe how it was used to configure reality of sense regarding different themes, as the analysis of the archipelagos of meaning shows.

“Teachers and parents report that children with ADHD seem not to listen or have their heads elsewhere when you talk to them directly” .

Comparing this example with the one from the first area of investigation reveals that, despite differences in content, the narrative process promoted remains consistent: language usage is marked by reliance on personal references and theories, and it constructs a reality of sense characterised by absoluteness and immutability. This way a factual scenario is generated, where the ADHD student can occupy only the position of the problematic pupil. This stigmatising effect of ADHD information is particularly stressed also by Erlandsson et al. [ 38 ], highlighting how the analysed NIMH’s documents omit any mention of observable strengths and positive characteristics in the child.

The second most widely used DR in terms of frequency is “Cause of Action”. This DR belongs to the Stabilization typology too, nevertheless it is characterised by a different “logic”. In fact, it refers to an use of language that creates causalist links, such that given a certain element, another necessarily follows.

“ […] often changes games or activities because in a short time he gets bored with what he is doing he is therefore looking for new things, for more and more exciting stimulation :” (CA).

As the previous example shows, the “Cause of Action ‘’ DR accounts for a language use which poses boredom and the pursuit of excitement as the causes for the change in the game being played. Given this we can anticipate, on the teacher’s side, an “overwriting” of the actual reasons behind the change of activity of the pupil. The factuality and the absoluteness through which this causalist relation is posed may limit the teacher’s exploration of alternative solutions for addressing distractions, that is, to consider different narratives surrounding these challenges. Also this “overwriting” issue is corroborated by Erlandsson et al. [ 38 ], who note in their analysis that even when alternative explanations for a child’s behaviour are considered, they still pertain to the child’s internal state and thus are linked back to signs of a psychiatric disorder.

Overall, the 0.3 dW index represents these stabilisation trends. In fact, the argumentative modalities outlined above factually denote the criticalities encountered by the “student with ADHD” at school. Both concerning the challenges in task execution, behaviour and relational dimension, the dW index accounts for the promotion of narratives designed to stifle “potential movements” of the discursive process towards alternative scenarios.

Third investigation area - scholastic management strategies for ADHD

Table  5 contains the most frequently used DR in the configuration of the third investigation area, as well as the archipelagos of meaning most often linked to these discursive modalities and the dW of the configuration (for the detailed results regarding all the 24 DRs, see Supplementary Materials 4c).

Also for the third investigation area, the most used DR is the one of “Certify Reality”, although with a lower percentage of occurrence if compared with the other two investigation areas. In this case, the contents most often associated with this DR are: the effectiveness of interventions, the teacher training and the psychoeducational interventions. Using the DR of “Certify Reality” to convey these contents, in turn, implies that the variety of potentially generable scenarios - with respect to intervention modalities - is exhausted by the ones offered in the texts. In this sense, despite the amount of strategies provided, we can observe how they are conveyed in a “compartmentalised way”, like in the example that follows:

“ The only way to reduce the behaviour of making noise is to ignore it actively ,  withdrawing all attention from the child ”.

The example allows us to observe how the suggested strategy, lacking a well-defined overall goal, results in a compartmentalised action aimed at addressing a specific issue of the pupil (the noise in this case). Starting from this, two possible critical pitfalls can be anticipated. The first regards the case in which the specific action will fail, leaving the teacher without any other solutions. The second one, instead, is related to the possible occurrence of criticalities not previously anticipated and for which, by consequence, specific “counteraction” have not been defined. Koutsoklenis [ 49 ] reached similar conclusions, highlighting that psychosocial training programs adhere to a “manualized” approach, which inhibits teachers from employing their unique knowledge and skills to create innovative and flexible interventions tailored to the specific needs of their pupils.

This “trend” in presenting the strategies is then supported by the contribution of the second and the third most frequent DR. The “logic” that characterises the DR of the “Specification” has already been discussed. Focusing thus on the DR of the “Prescription” Footnote 8  we highlight how also this DR belongs to the Hybrid typology. It follows that its contribution to the configuration will depend on the other DRs composing the discursive configuration. In this sense, the prescriptions outlined in the analysed texts support the depicted scenario by dictating the actions that teachers are expected to follow.

In the example, the first text excerpt establishes that giving time for the child to practise skills is fundamental for managing critical characteristics of pupils with ADHD. Starting from this, the second excerpt works in a supportive way with respect to the first, more precisely, by defining the role of the teacher as the one in charge of providing the pupil with specific feedback.

Given the Hybrid nature of the “Prescription” DR, it contributes to enhance narrative’s “malleability”, particularly by getting into the specific definition of teacher’s role functions (e.g. offering specific feedback). However, in the observed stabilisation configuration, the full inclusive potential of this excerpt is somewhat impeded by its link with CR’s utilisation of personal references. In the example, for instance, the implicit value of “ appropriately ” leads the interactive management back to the subjective interpretation of this element. Concluding, coherently with the value of dW measured (0.4 dW), despite the lower percentage occurrence of Stabilization DR, the third investigation area is also oriented towards the generation of a reality of sense posed in terms of unicity and immutability. This data allows us to prefigure the criticalities described above when discussing the pitfalls deriving from the use of the DR of “Certify Reality” in relation to the third investigation area.

General configuration

Table  6 contains the most frequently used DR in the whole configuration, as well as the archipelagos of meaning most often linked to these discursive modalities and the dW of the general configuration (for the detailed results regarding all the 24 DRs, see Supplementary Material 4d).

As we can see from the table, and according to the previously described results, the most used DR in the general configuration is “Certify Reality”, which, among the stabilisation DRs, is the one with lowest dW, indicating its strong impact in creating immutable and factual realities.

The general configuration repeats quite consistently the results discussed for the previous survey areas, with “Specification” and “Cause of Action” as, namely, the second and the third most frequent repertoires. The DR of the “Cause of Action”, however, share the same percentage of the hybrid DR of “Possibility” Footnote 9 . Focusing on the latter, it is characterised by generating a reality of sense posed in terms of uncertainty and possibility. In this sense it could be useful to break the stabilisation “coherence” of the configuration. Nevertheless, this DR, lacking a base of shared and third elements, offers no guarantee regarding the impact it will have with respect to the discursive process in which it is used. Belonging to “Hybrid” typology, it will assume a generative or a maintenance valence depending on its interaction with the other repertoires present in the discursive configuration. Considering the prevalent use of stabilisation DR, it can be anticipated that the uncertain reality of sense produced by the “Possibility” DR will recede and be integrated into the narratives created through DRs like “Certify Reality”.

Concluding, referring to the data presented in Supplementary Material 4d, we can observe how the general configuration is composed also by Generative DRs, such as the one of the “Description” Footnote 10 . This DR is characterised for building narrations based on third elements, which are commonly intelligible for the interactants. Thanks to this, “Description” is the most generative DR and it is able to maximise the possibility for narrations to “connect” and interact within each other, generating new possible and unpredicted scenarios. An example of this DR is the following text excerpt:

“ While doing homework and in-class tests, the student is concerned about the amount of exercises to be done, keeps checking how much is left to the end but fails to plan the execution of the activity.

The student struggles to compile a hierarchy of what is most important and where to start.” (DE).

As we can observe from the example, the narration is characterised by portraying a widely recognizable scenario. In fact, using the “Description” DR, implies the use of elements whose value is made explicit and shared. Building the narration without connoting it with any personal judgement or opinion allows the generation of a narrative that all involved roles can use as a common reference. This, in turn, increases the possibility for each role involved (from the teacher, to the parent and the student) to provide its contributions to the interaction, promoting, between the same, assumption of responsibility and social cohesion.

Concluding, the total dW of the configuration (0.4 dW), allows us to assert how, despite the presence of Generative DR, the overall narration of the analysed material is more directed to the generation of a unique reality, which will tend to keep itself the same.

Given the results described above, we will now focus on the impact of the examined discursive language use modality on the inclusion process of pupils with ADHD in the school context.

Referring to the investigation area examining the description of ADHD as a clinical condition, the analysis returned us a discursive configuration whose elements are conveyed through personal references and posed in terms of absoluteness. These findings align with the analysis conducted by Freedman and Honkasilta [ 50 ] on the ADHD diagnostic descriptions within DSM-5 and ICD-10, which revealed a prevalent use of subjective language, potentially promoting the maintenance of the status quo of school interactive scenarios. Moreover, considering the use of this subjective language it is possible to anticipate that the training material would be used by teachers, based on their personal theories. Taking as an example the following text excerpt “ The child with ADHD manifests continuous agitation, difficulty in sitting and staying still in place” (CR), it is possible to anticipate that the teacher will consider a certain behaviour as a “manifestation of agitation” on the base of his or her personal theory about what a “manifestation of agitation” is. Similar anticipation could be made regarding the “difficulties in sitting still”: pupil’s behaviour would be justified on the basis of his/her diagnosis. These results mirror and corroborate those of Te Meerman [ 39 ], which show how the description of ADHD made by textbooks, articles, and online materials contributes to reifying this diagnosis, with consequent repercussions in terms of stigmatisation.

In addition to these stigmatising consequences, considering the clinical dimension of ADHD, we highlight how these personal interpretations of the diagnosis could lead to different criticalities regarding the diagnostic process: framing non-pathological behaviours as such and vice versa.

These conclusions are in line with the ones reached by Kennerley et al. [ 51 ], who found how a lack of clarity over what each anchor point means on rating scales (e.g., one person may interpret “often” meaning daily whereas another may consider “often” to be twice a week) could negatively impact on the agreement between clinicians, parents and teacher judgements.

Given this, it is possible to assert how, in the drafting of upcoming training materials, special care should be spent to use more descriptive elements, to assist the concordance between raters using the same scale (such as “once a month” instead of “rarely”, “once a week” instead of “sometimes”, “daily” instead of “often”, etc.).

The urge to adopt more efficient diagnostic procedures is then corroborated also by the results regarding the second investigation area, characterised by a preponderant use of the DR “Certify Reality”. This implies that the narrations regarding the pupils diagnosed with ADHD are hardly changeable, i.e. the criticalities of the student are posed as immutable elements, rooted in the specificity of the diagnosis: reified, adopting the terminology of Te Meerman [ 39 ]. These narrations work generating and consolidating a stereotypical picture of the pupil diagnosed with ADHD, by virtue of which any possible new criticality is traced back to the diagnosis.

Moreover, the second most widely used DR is the “Cause of Action”. As said in the previous section, this DR is characterised for creating a causal link between two elements, as in the example “ their learning pathway is greatly hindered by clinical characteristics” (CA). Through this DR, ADHD difficulties are linked, in a causal relationship, to the clinical characteristics. The observation of this language use in the configuration, in turn, allows us to anticipate the possibility for the teacher to use these rhetorics as a justification for the failures of the student: ending up by feeding and cementing stigmatising and stereotypical narrations.

Furthermore, the potential for generating alternative narratives about a student’s critical issues, including the reasons behind poor performance, is diminished by supplying elements that facilitate the creation of justifications by teachers and educational authorities. Thus, teachers are provided with a predefined and scientifically and institutionally endorsed narrative framework within which to contextualise their interactions with students diagnosed with ADHD.

Also these results find correspondence with previous other research in the field; Metzger & Hamilton [ 52 ], for instance, argued about the double-edged role played by the diagnosis for children and their families: on one hand it can provide access to special assistance and resources in the school but, on the other, may activate teachers’ negative stereotypes about diagnosed students.

Hence, it is possible to state that the characteristics of the pupils with ADHD, as well the clinical peculiarities of this disorder, should be conveyed in a “target-oriented way” rather than in a notional and causalist way (which, as we showed, generates, respectively, an implicit and personal understanding of the information, and the use of them in justificatory terms) (see also [ 50 ]).

These considerations lead us to the analysis regarding the last investigation area. We observed how, despite the variety of the DRs used, the dW is more oriented towards the stabilisation endpoint (0.4 dW). The procedures for managing the criticalities related to pupils with ADHD, are mainly proposed as a list of different strategies unrelated to each other, through which to manage pupils. This observation is also supported by the frequent use of the repertory of “Certify Reality” to convey content about the “effectiveness of the intervention” (42.86% of the cases). This repertory places the effectiveness of the interventions as certain, without providing third-party, commonly recognizable elements to realise it.

Configuring the intervention in a “follow the book way” (see also [ 49 ]) could potentially reduce the care outline for these pupils by following a logic of “given X problem, then apply Y intervention”.

This could lead to critical pragmatic fallout if the strategies are ineffective, or in case the student generates critical behaviours not previously covered. Providing guidance according to the logic of “Certify Reality,” interactors are not involved in the process of strategy generation, missing the opportunity to develop the necessary skills to identify new strategies in the face of the emergence of previously unanticipated problematic scenarios. At the same time, teachers’ “situated” and “role-specific” knowledge is overshadowed by a predominantly top-down approach, which consequently fails to accommodate the unique characteristics of pupils and classroom settings [ 36 , 49 ].

These results are consistent with the ones of the other investigation areas and are also matched with the ones of Ward et al. [ 29 ], who observed training interventions on teachers to be effective in increasing their knowledge about the disorder (i.e. acquiring the contents) but find poor evidence about the effectiveness of these trainings in modifying the behaviour of the pupils.

To tackle these criticalities, a useful insight offered by Dialogic Science is to structure both the trainings and the materials of them following the “Targeting” Footnote 11  DR’s logic, such as the one of the following text excerpt:

“In order to better emphasise to the child the importance of good management of the material without stigmatising its ineffectiveness and to provide more opportunities for positive shaping by peers as well, it might be useful to introduce part of the procedure for the whole class” [TG] .

Apart from the specific contents conveyed in the text, the example shows the main features of this DR: the strategy (i.e. “introducing part of the procedure for the whole class”) is both linked to a target (i.e. the first part of the sentence) and conveyed in a possibilistic way. The use of this language’s modality generates a third-party element (the target) that can be used by the teacher as a common reference to generate other narrations other than the one proposed.

This DR, especially when the already proposed strategies have failed, promotes the generation of the question “how the target could be pursued?”. This question can be usefully employed as reference both to create new strategies, as well as a starting point to involve also other roles in the process. In this way, the generation of new narrations is promoted and, consequently, stereotypes and stigma can be tackled.

Finally, we acknowledge the following limitations to the present study. Firstly, this study’s scope is limited by its sample size: other studies exploring special education textbooks have employed more extensive sample sizes [ 53 ]. A larger dataset could provide a wider perspective on the overarching orientation of the Italian special education textbooks, for example extending the study to the textbooks used by psychologists, psychiatrists or general physicians. Additionally [ 40 ], comparison of psychoeducational material of six different countries revealed thematic and discursive differences. Given this, future research should aim at using MADIT in a cross-country perspective. As demonstrated in [ 41 ], cultural background not only influences the content of narratives but also affects the modes of their conveyance. In this regard, we emphasise that the measurement index (Dialogic Weight) provided by MADIT would greatly facilitate these comparative efforts. Indeed, it could serve as a standardised reference across studies, enabling researchers to systematically assess and compare the influence of cultural backgrounds on the discursive modalities of psychoeducational materials.

Additionally, the application of computational methods can significantly enhance the analysis of large volumes of psychoeducational materials. In particular, deep learning BERT-based models have demonstrated effectiveness in detecting Discursive Repertories annotated through MADIT methodology [ 54 , 55 ]. Such technological advancements underscore the potential for more sophisticated and extensive research in the field.

Moreover, the mere inclusion of a textbook in a curriculum does not guarantee the same use of its content in the different real-life contexts. For this reason, future studies should address the issue of exploring and understanding how the discourses embedded in the analysed textbooks engage with the discursive productions exerted by the educators and by the students as well. In this context, it would be worthwhile to conduct a comparative analysis of the interactions facilitated by biomedical-based materials currently endorsed by national health institutions and more critical, stigma-conscious resources such as [ 56 , 57 ].

The present study, starting from the description of ADHD syndrome, showed how the peculiarities of this diagnosis can generate critical pitfalls, especially in the academic environment. We then discussed the role of teachers both in promoting the social inclusion of these pupils, but also in interacting with clinical roles to produce the diagnosis and to deliver the treatment.

Focusing on the process of social inclusion, we presented and adopted the vision proposed by Meininger [ 32 ], which conceptualises social inclusion as a narrative process.

Accordingly, we carried out a textual analysis of the materials utilised in Italy for educating teachers about the characteristics of pupils with ADHD and the strategies for addressing their challenges to facilitate their inclusion in the classroom.

In doing so, we referred to Dialogic Science and MADIT, which allowed us to observe and measure the processual dimension generated by the language use modalities adopted in the textbooks.

The results returned us a critical discursive configuration, regarding both the description of the pupil with ADHD and the prescriptions to deal with his/her difficulties. We showed how the discursive modalities adopted to convey this information are characterised using unshared elements which, in turn, promote their use by the teachers following personal theories and beliefs.

In this sense it can be said that this material does not maximally promote the generation of inclusive interaction: although at a content and information level it provides sufficiently precise elements, it is not equally adequate in training teachers on how to use these elements to interact with pupils with ADHD while fully promoting their inclusion at school. Relying on personal references and posing one’s own narration as the only possible one, not only promotes the maintenance of one’s own positions, but also increases the possibility of the onset of controversial scenarios: where the different narrations, instead of interacting to generate something new and third, are used to prove their correctness against each other [ 44 ]. Moreover, absolutizing the generated scenario, the diagnosis of ADHD is posed as the category through which all the narrations regarding the pupil are “read”.

Considering how such narratives could then be embraced by teachers within the educational setting, and considering Meininger’s [ 32 ] conceptualization of inclusion, it becomes apparent that, as a major repercussion, these discursive practices obstruct the weaving together of narrative threads, thereby fostering stigmatisation.

In the face of this, we concluded the article proposing and discussing a possible discursive architecture to employ in teachers’ training: which could maximise the interactions between the different roles involved in handling issues connected to the pupils with ADHD. The main implication deriving from the results of our research is that teachers’ training material primarily needs to be consulted with a critical and attentive eye, translating the information into adequate interactive modalities for dealing with pupils with ADHD. This pending (as a further implication) a perhaps required revision of the same material: in fact, we contended how these textbooks ought not furnish the reader with a “final technical definition” of “what a pupil with ADHD is”, “why they are this way,” and “how to manage their difficulties”. Instead, it should supply him/her with practical and understandable resources aimed at facilitating and guiding interactions with other stakeholders involved. This way, in addition to the informative value, the training with the teachers would be enriched by an interactive one, since they provide the participants with the opportunity to offer their contributions.

This perspective, on one side, agrees with the vision of inclusion promoted by Meininger [ 32 ] and, on the other side, it is consistent with the results of the work of Flavian & Uziely [ 17 ], who showed how as teachers actively model inclusion, this helps peers of pupils with ADHD to do the same, thus developing a spread inclusive learning environment.

Concluding, we suggest that inclusive training should primarily hinge on developing interaction management skills. This orientation aims to promote an active involvement of all the school roles, thereby fostering the idea that teachers should not become mere experts on ADHD diagnosis, but rather architects of the school community.

Availability of data and materials

The data that support the findings of this study are available from the corresponding author, [DB], upon reasonable request.

A socio-linguistic process in which a concept is represented as a thing existing on its own. See Te Meerman et al. [ 39 ] for additional information on this concept.

“Science that has as its object of knowledge the use of the symbolic units that compose ordinary language, which gives form to discursive configurations; [it is] that cognitive apparatus that formalises the dialogical process (or discursive process)” [ 41 ].

“ A finite mode of constructing reality, linguistically understood, with pragmatic value, which groups together even more enunciated (called “archipelagos of meaning”), articulated in concatenated sentences and diffused with a value of assertion of truth, aimed at generating (building)/maintaining a narrative coherence ” [ 45 ].

“ Discursive configuration is defined as the particular valency that elements of ordinary language (the symbolic units) manifest when generating a discursive space configured by the interactions between the different and therefore distinguishable constructions of the sense of reality” [ 45 ].

“Discursive modality that configures reality by stating a clear, certain and unalterable state of things. The possibility of transformation is unforeseen for this reality” (see Supplementary Materials 3 and [ 41 ]).

“Discursive modality that configures reality by providing a generation or maintenance of an explicit and detailed description regarding the configuration it is associated with, limiting its range of application to what is expressed” (see Supplementary Materials 3 and [ 42 ]).

“ Discursive modality that configures reality by validating and supporting what expressed through the Repertory to which it relates ” (see Supplementary Materials 3 and [ 41 ]).

“Discursive modality that configures reality as orders/directions given by a third “point of view” position compared to the narrator’s one. Establishes rules and/or objectives and/or roles to follow, in terms of what one “has to do” or “has not to do”. The argumentation acquires a structure founded on a relation of necessity set by a part of the text” (see Supplementary Materials 3 and [ 41 ]).

“Discursive modality that configures reality by using one’s own and exclusive criteria as the only argumentative foundation, without making them explicit and describing them in order make them shared. It configures reality in probabilistic, possibilistic and uncertain terms” (see Supplementary Materials 3 and [ 41 ]).

“Discursive modality that configures reality as a common heritage that does not belong exclusively to any narrator and it needs everyone’s contribution to be maintained. It configures a current or past reality as if the narrator were responding to a question starting with “how” instead of “why” (see Supplementary Materials 3 and [ 41 ]).

Defined as “Discursive modality that configures reality in order to set an objective/purpose/goal to another part of the text, defining actions, strategies, interventions, etc. Enables the triggering of a discursive configuration aimed at the pursuit of the defined objective/purpose/goal and, in this way, generating modalities belonging to the generative class and of maximum generative impact” (see Supplementary Materials 3 and [ 41 ]).

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Bassi, D., Moro, C., Orrù, L. et al. Pupils' inclusion as a process of narrative interactions: tackling ADHD typification through MADIT methodology. BMC Psychol 12 , 281 (2024). https://doi.org/10.1186/s40359-024-01767-w

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