ADHD in American early schooling: from a cultural psychological perspective

Abstract

In this article, I present a study conducted with 10 Southeastern US early childhood teachers on their views concerning problem behaviour, in general, and the practice of diagnosis and pharmaceutical treatment for Attention/Deficit Hyperactivity Disorder (ADHD), in particular. Themes that emerged from the interview data included: (1) teachers’ perceptions of problem behaviour and ADHD largely overlapped as both were framed as disruption to instruction and hindrance to a child’s and his peers’ learning; (2) while teachers had a unanimous view of gender differences, there were conflicting perceptions about socioeconomic, racial/ethnic and age differences between children with and without ADHD; and (3) teachers highlighted more positive than negative effects of the use of medication for children with ADHD. I examine each of these findings from a cultural psychological perspective in an effort to understand how these teachers’ views reflect goals, priorities and practices valued in contemporary US contexts. I conclude with implications for early childhood research and practice, arguing that future research conducted within a culture as well as across cultures by interdisciplinary researchers may contribute to developing a new framework that combines biological and cultural insights for a better understanding of child development.

Keywords:

• Attention deficit/hyperactivity disorder
• Disability
• Teacher beliefs and perspectives
• Early childhood education
• Cultural contexts
• Child development

Acknowledgements

Part of this project was supported by a Faculty Research Grant offered by the University of Georgia Research Foundation.

Notes

1. All names, including schools and teachers, in this article are pseudonyms.