Teacher communication significantly shapes classroom environments, influencing student outcomes such as well-being, self-disclosure, cooperation, and psychological needs satisfaction (Paulmann & Weinstein, 2023). Anecdotal evidence suggests that calm and supportive voices can particularly benefit people with attention deficit disorder (ADHD) whereas harsh or authoritative ones might overwhelm them, escalate situations and impact their self-esteem (Ewe & Aspelin, 2022; Geng, 2011; Kendell, 2016). This study examined how 263 students with ADHD and 366 neurotypical (NT) students responded to teacher statements spoken in autonomy-supportive, controlling, and neutral tones. Participants rated their experiences using questionnaires measuring well-being, self-disclosure, cooperation, and psychological need satisfaction.

Findings revealed significant differences between the groups. Students with ADHD reported heightened sensitivity to controlling and neutral tones, experiencing increased negative emotions and decreased happiness and relaxation compared to NT students. Additionally, ADHD students were less inclined to cooperate when addressed in a neutral tone and reported that controlling and neutral tones contributed to feelings of incompetence. Across all tones of voice, students with ADHD reported lower self-esteem than their NT peers. These results highlight the critical role of tone in teacher communication, particularly for students with ADHD, who are more vulnerable to negative effects from less supportive vocal patterns. This research emphasises the need for educators to recognise that students with ADHD are more sensitive to neutral and harsher tones of voice, which can negatively impact their emotional well-being, cooperation, and self-esteem.

Authors:
Chelsea Harmsworth, University of Essex, United Kingdom
Silke Paulmann, University of Essex, United Kingdom

About the Presenter(s)
Chelsea Harmsworth, PhD student at the University of Essex, studies how teacher tone of voice impacts students with ADHD, aiming to support inclusive classrooms and improve communication that promotes well-being, cooperation, and self-esteem.

Connect on Linkedin
https://www.linkedin.com/in/chelsea-h-27b27496

Connect on ResearchGate
https://www.researchgate.net/profile/Chelsea-Harmsworth?ev=hdr_xprf

Additional website of interest
https://www.essex.ac.uk/people/HARMS05004/Chelsea-Harmsworth

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