Teachers’ gendered perceptions of attention deficit hyperactivity disorder – a literature review

Figures & data

Figure 1. Search process.

Table 1. Criteria for inclusion and exclusion of articles.

Inclusion Criteria		Exclusion Criteria
Topics and studies related to:
School settings		Other settings
Teachers’ perceptions, assessments, attitudes, views, etc. related to pupils with ADHD		Pupils’ with ADHD school achievements
Teaching policies, strategies, methods, materials, etc.		Focus on medical treatments and drugs
Pedagogical, psychological or sociological research approaches		Medical or biological approaches
Gender perspective on pupils with ADHD		Gender perspectives concern teachers/pre-service teachers

Table 2. Selected articles

	Author/-s	Methods	Participants	Target sample M= male, F= female	Years	Gender differences
1	Coles, E. K., et al. (2012).	Vignette study	Teachers	M/F	8	Yes
2	Derks, E. M., et al. (2007)	Quantitive, rating forms	Teachers and mothers	45 M/36 F	7, 10, 12	Yes
3	DuPaul, G. J., et al. (2020)	Quantitive, rating forms	Teachers and parents	535 M/535 F	5-17	Yes
4	DuPaul, G. J., et al. (2006)	Quantitative, rating forms, observations and pupils tests	Teachers and parents	133 M/ 42 F	M= 8.5	Yes
5	Groenewald, C., et al. (2009)	Quantitative, questionnaire, vignette	Teachers	F	9	Yes
6	Grskovic, J. A., & Zentall, S. S. (2010)	Quantitative, questionnaire, vignette	Teacher, parents and girls	262 F	M= 12	No
7	Havey, J. M., et al. (2005)	Quantitative, survey	Teachers	66 M/ 57	6-12	Yes
8	Hodgson, K., et al. (2014)	Meta analytic review				Yes
9	Imeraj, L. et al. (2013)	Observations		25 M/ 6 F	6-12	No
10	Isaksson, J., et al. (2010)	Qualitative, interviews	Teachers and principals			Yes
11	Lawrence, K., et al. (2017)	Qualitative, interviews	Teachers			Yes
12	Makransky, G., & Bilenberg, N. (2014)	Quantitative, Rating forms	Teachers and parents	296 M/270 F	6-16	yes
13	Moldavsky, M et al. (2013)	Quantitative, vignettes	Teachers	M/F	9	No
14	Nind, M., et al. (2012)	Qualitative, interviews	Girls	F	11-16	No
15	Ohan, J. L., & Visser, T. A. W. (2009)	Quantitative, vignettes	Teachers and parents	M/F	9	Yes
16	Ohan, J. L., et al. (2011)	Mixed method, vignettes,	Teachers	M/F	7-10	Yes
17	Pfiffner, L., et al. (2013)	Quantitative Rating forms, observations, etc.	Teachers and parents	40 M/ 17 F	M=8.1	No
18	Rogers, M., et al. (2015)	Literature review				No
19	Zambo, D. (2008)	Literature review				No
20	Zendarski, N., et al. (2020)	Quantitative, questionnaires	Teachers and parents	242 M/ 150 F	6-8	Yes

Coles, E. K., J. Slavec, M. Bernstein, and E. Baroni. 2012. “Exploring the Gender Gap in Referrals for Children with ADHD and Other Disruptive Behavior Disorders.” Journal of Attention Disorders 16 (2): 101–108. doi:10.1177/1087054710381481.

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Derks, E. M., J. J. Hudziak, and D. I. Boomsma. 2007. “Why More Boys than Girls with ADHD Receive Treatment: A Study of Dutch Twins.” Twin Research and Human Genetics 10 (5): 765–770. doi:10.1375/twin.10.5.765.

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DuPaul, G. J., A. D. A. Qiong Fu, R. Reid, T. J. Power, J. M. Klarr, B. Batton, N. Ofen, and S. Raz. 2020. “ADHD Parent and Teacher Symptom Ratings: Differential Item Functioning across Gender, Age, Race, and Ethnicity.” Journal of Abnormal Child Psychology 48 (1): 1–13. doi:10.1007/s10802-020-00618-7.

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DuPaul, G. J., A. K. Jitendra, K. E. Tresco, R. E. V. Junod, R. J. Volpe, and J. G. Lutz. 2006. “Children with Attention Deficit Hyperactivity Disorder: Are There Gender Differences in School Functioning?” School Psychology Review 35 (2): 292–308. doi:10.1080/02796015.2006.12087993.

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Groenewald, C., A. Emond, and K. Sayal. 2009. “Recognition and Referral of Girls with Attention Deficit Hyperactivity Disorder: A Case Vignette Study.” Child: Care, Health and Development 35 (6): 767–772. doi:10.1111/j.1365-2214.2009.00984.x.

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Grskovic, J. A., and S. S. Zentall. 2010. “Understanding ADHD in Girls: Identification and Social Characteristics.” International Journal of Special Education 25 (1): 171–184. https://files.eric.ed.gov/fulltext/EJ890576.pdf.

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Havey, J. M., J. M. Olson, C. McCormick, and G. L. Cates. 2005. “Teachers’ Perceptions of the Incidence and Management of attention-deficit Hyperactivity Disorder.” Applied Neuropsychology 12 (2): 120–127. doi:10.1207/s15324826an1202_7.

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Hodgson, K., A. D. Hutchinson, and L. Denson. 2014. “Nonpharmacological Treatments for ADHD: A meta-analytic Review.” Journal of Attention Disorders 18 (4): 275–282. doi:10.1177/1087054712444732.

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Imeraj, L., I. Antrop, E. J. S. Sonuga-Barke, D. Deboutte, E. Deschepper, S. Bal, and H. Roeyers. 2013. “The Impact of Instructional Context on Classroom On-Task Behavior: A Matched Comparison of Children with ADHD and Non-ADHD Classmates.” Journal of School Psychology 51 (4): 487–498. doi:10.1016/j.jsp.2013.05.004.

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Isaksson, J., R. Lindqvist, and E. Bergström. 2010. “Pupils with Special Educational Needs: A Study of the Assessments and Categorising Processes regarding Pupils’ School Difficulties in Sweden.” International Journal of Inclusive Education 14 (2): 133–151. doi:10.1080/13603110802504176.

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Lawrence, K., R. Dawson Estrada, and J. McCormick. 2017. “Teachers’ Experiences with and Perceptions of Students with Attention Deficit/hyperactivity Disorder.” Journal of Pediatric Nursing 36: 141–148. doi:10.1016/j.pedn.2017.06.010.

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Makransky, G., and N. Bilenberg. 2014. “Psychometric Properties of the Parent and Teacher ADHD Rating Scale (ADHD-RS): Measurement Invariance across Gender, Age, and Informant.” Assessment 21 (6): 694–705. doi:10.1177/1073191114535242.

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Moldavsky, M., C. Groenewald, V. Owen, and K. Sayal. 2013. “Teachers’ Recognition of Children with ADHD: Role of Subtype and Gender.” Child and Adolescent Mental Health 18 (1): 18–23. doi:10.1111/j.1475-3588.2012.00653.x.

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Nind, M., G. Boorman, and G. Clarke. 2012. “Creating Spaces to Belong: Listening to the Voice of Girls with Behavioural, Emotional and Social Difficulties through Digital Visual and Narrative Methods.” International Journal of Inclusive Education 16 (7): 643–656. doi:10.1080/13603116.2010.495790.

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Ohan, J. L., and T. A. W. Visser. 2009. “Why Is There a Gender Gap in Children Presenting for Attention deficit/hyperactivity Disorder Services?” Journal of Clinical Child and Adolescent Psychology 38 (5): 650–660. doi:10.1080/15374410903103627.

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Ohan, J. L., T. A. W. Visser, M. C. Strain, and L. Allen. 2011. “Teachers’ and Education Students’ Perceptions of and Reactions to Children with and without the Diagnostic Label “ADHD”.” Journal of School Psychology 49 (1): 81–105. doi:10.1016/j.jsp.2010.10.001.

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Pfiffner, L. J., M. Villodas, N. Kaiser, M. Rooney, and K. McBurnett. 2013. “Educational Outcomes of a Collaborative School-Home Behavioral Intervention for ADHD.” School Psychology Quarterly 28 (1): 25–36. doi:10.1037/spq0000016.

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Rogers, M., V. Bélanger-Lejars, J. R. Toste, and L. H. Nancy. 2015a. “Mismatched: ADHD Symptomatology and the teacher-student Relationship.” Emotional and Behavioural Difficulties 20 (4): 333–348. doi:10.1080/13632752.2014.972039.

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Zambo, D. 2008. “Looking at ADHD through Multiple Lenses: Identifying Girls with the Inattentive Type.” Intervention in School and Clinic 44 (1): 34–40. doi:10.1177/1053451208318873.

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Zendarski, N., K. Haebich, S. Bhide, J. Quek, J. M. Nicholson, K. E. Jacobs, D. Efron, and E. Sciberras. 2020. “Student-teacher Relationship Quality in Children with and without ADHD: A cross-sectional Community Based Study.” Early Childhood Research Quarterly 51: 275–284. doi:10.1016/j.ecresq.2019.12.006.

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