This study aims to investigate the impact of an empathetic intervention on pre-service teachers to sideline bias against students diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Behaviors typically associated with ADHD, such as inattention and hyperactivity, correspond to two primary categories that teachers identify as disruptive in the classroom (Sun & Shek, 2012). Numerous studies have demonstrated evidence of discrimination in the classroom against students diagnosed with ADHD (Cortnett-Ruiz & Hendricks, 1993; Metzger & Hamilton, 2021). Moreover, teachers frequently report feeling unprepared to support these students and experience increased stress levels (Green et al., 2002; Kirchhoff, 2023). Context-based interventions have successfully sidelined bias by emphasizing professional and situational values over personal beliefs (Okonofua et al., 2022). The present study aims to determine whether the context-based intervention will decrease disciplinary disparities between students with and without an ADHD diagnosis.
