I totally agree with Elizabeth - but I get sanne's concern, too. There is a world of difference between "structure" and "rigid", but don't assume your school sees it. I have been surprised at how much our schools' perceptions of teachers can differ from that of students and parents. If you can, it's helpful to talk to other parents, but do keep in mind their perfect teacher could be the exact wrong match for your kid. Just try to get a sense of the teacher's classroom management style, if you can.
From our experience, I would particularly watch out for any teacher the school calls "strict". In my view, those teachers weren't strict, they just yelled a lot. And they were always angry because they didn't know how to control their class, and didn't set or apply clear consistent rules, so the class was always badly behaved. So what the school saw as strict was actually the opposite of structured. And a teacher full of negative emotion can have a brutal effect on a sensitive kid.
In contrast, we have had several teachers *I* would describe as quite strict. But they were warm and nice and never, ever, raised their voice. They were seen as "easy" by the administration, not strict at all. But they had very clear rules and well defined expectations, and the consequences were always, always implemented and totally predictable. And implemented in total calm, with no emotion, just matter-of-fact consequence and matter-of-fact return to business as usual. The kids knew exactly what they were supposed to be doing, and they sure did it.
The kids I know with ADHD, or super-sensitive, or otherwise volatile thrived with these kinds of teachers. On the other hand, warm, cuddly, happy teachers who didn't set boundaries and never carried through on consequences resulted in major behaviour problems for the same children, despite the teacher being loving and wonderful. But no structure. Not a bad teacher, just a bad match.
On a different note, the best aid for attention issues is engaging work. Nothing sets off my kids' ADHD like make-work, especially when their desire to avoid boring worksheets is exacerbated by writing disabilities. It takes a lot of motivation to do your work despite 2E issues. When the work is mindless, it's so much more appealing to, say, wander about and chat with the other kids. So in a perfect world, you want a teacher who can recognize that hard work is part of the solution, even when - especially when! - he is not doing the work assigned. And who gets 2E, and is able to help you work out the differences between "can't" and "won't" in both schoolwork and behaviour. It's a rare and wonderful teacher who can understand the need to both support weaknesses AND challenge strengths at the same time - but your school sounds like they might be a pretty rare place, so it's worth having the conversation. Good luck!
