Teaching children with ADHD: Icelandic early childhood teachers' perspectives

Abstract

Medication for the treatment of Attention Deficit/Hyperactivity Disorder (ADHD) has increased tremendously in Iceland during the last decade and the country has now the highest prescription rates for methylphenidate in the world. This study examines Icelandic early childhood teachers’ experiences and perspectives of children with behavioural problems and ADHD‐associated behaviour as well as the support and conditions they feel these children need in schools. Interviews were conducted with eight playschool teachers and eight first‐grade teachers in three playschools and three compulsory schools in Reykjavík. The results indicate that children’s behaviour and teachers’ views of the children’s behaviour cannot be understood without considering their social, cultural and historical contexts. Furthermore, the increase of diagnoses and medication for treatment of ADHD must be seen in relation to the Icelandic cultural and educational context where enormous changes have occurred in a short time.

Keywords:

• ADHD
• Iceland
• Early childhood
• Education
• Teachers

Notes

1. According to legislation the teacher/child ratio in the playschools varies by age. There are ten 5 year olds, eight 4 year olds, six 3 year olds and five 2 year olds per teacher. The teacher/pupil ratio in the primary school is not determined by laws or regulations. Principals can organise the school according to their needs and circumstances, within the school budget. In 2001–2002 there were 18.5 pupils on average in each first‐grade classroom in Reykjavik, with a range of 12–25 pupils (Einarsdottir, 2003).