Primary and Secondary Education teachers’ Knowledge and Attitudes Towards Attention Deficit Hyperactivity Disorder (ADHD)

ABSTRACT

Attention Deficit-Hyperactivity Disorder (ADHD) is a neurodevelopmental condition, typically first appearing in childhood. Teachers interact with children almost daily, are often the first to observe a child’s difficulties, and play a central role in recognising and supporting children with ADHD. This study reports on survey data highlighting Irish teachers’ knowledge of ADHD (measured as correctly identifying DSM ADHD and distractor symptoms) and attitudes towards ADHD, and points to key factors (personal, environmental and educational) that are associated with them. Overall, accurate ADHD knowledge was low (for a maximum total score of 18, the sample mean was 9.5). Significantly more teachers, 58% (n = 288) held ‘negative attitudes’ about ADHD than ‘positive attitudes’ (42%; n = 211). ‘Negative’ attitudes were significantly associated with those who worked in boys’ schools, with this cohort also reporting less knowledge of ADHD symptomatology. Those with ‘positive’ attitudes were significantly more likely to be male, to have fewer discussions with colleagues about ADHD and again to have less knowledge about ADHD. This study points to the complex relationship between knowledge, attitudes and behaviour, and highlights the need for the development of specific ADHD training which takes cultural and pre-existing personal and public perceptions into account.

KEYWORDS:

• Attention deficit-hyperactivity disorder (ADHD)
• teachers
• attitudes
• knowledge
• perceptions
• teachers’ training

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The study has been supported by the Newman fellow SHIRE. We have no conflict of interest to disclose