Ambivalent bonds, positive and negative emotions, and expectations in teachers’ perceptions of relationship with their students with ADHD

References

• Ahlström, B. H., & Wentz, E. (2014). Difficulties in everyday life: Young persons with attention-deficit/hyperactivity disorder and autism spectrum disorders perspectives. A chat-log analysis. International Journal of Qualitative Studies on Health and Well-Being, 9(1), 23376. https://doi.org/10.3402/qhw.v9.23376
   PubMed Web of Science ®Google Scholar
• Akutagava-Martins, G. C., Rohde, L. A., & Hutz, M. H. (2016). Genetics of attention-deficit/hyperactivity disorder: An update. Expert Review of Neurotherapeutics, 16(2), 145–18. https://doi.org/10.1586/14737175.2016.1130626
   PubMed Web of Science ®Google Scholar
• Alomar, M. J., & Strauch, C. C. (2014). The affect of mentoring on academic achievement in a child with attention-deficit hyperactivity disorder: Case study. Journal of Young Pharmacists, 6(2), 70–72. https://doi.org/10.5530/jyp.2014.2.11
   Google Scholar
• Anderson, D. L., Watt, S. E., Noble, W., & Shanley, D. C. (2012). Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD: The role of teaching experience. Psychology in the Schools, 49(6), 511–525. https://doi.org/10.1002/pits.21617
   Web of Science ®Google Scholar
• Anderson, D. L., Watt, S. E., & Shanley, D. C. (2017). Ambivalent attitudes about teaching children with attention deficit/hyperactivity disorder (ADHD). Emotional and Behavioural Difficulties, 22(4), 332–349. https://doi.org/10.1080/13632752.2017.1298242
   Web of Science ®Google Scholar
• Asherson, P., Akehurst, R., Kooij, J. J. S., Huss, M., Beusterien, K., Sasané, R., Gholizadeh, S., & Hodgkins, P. (2012). Under diagnosis of adult ADHD: Cultural influences and societal burden. Journal of Attention Disorders, 16(5_suppl), 20S–38S. https://doi.org/10.1177/1087054711435360
   PubMed Web of Science ®Google Scholar
• Audemard, J. (2020). Objectifying contextual effects. The use of snowball sampling in political sociology. Bulletin of Sociological Methodology/Bulletin de Methodologie Sociologique, 145(1), 30–60. https://doi.org/10.1177/0759106319888703
   Google Scholar
• Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44(3), 211–229. https://doi.org/10.1016/j.jsp.2006.02.002
   Web of Science ®Google Scholar
• Bergin, C., & Bergin, D. (2009). Attachment in the Classroom. Educational Psychology Review, 21(2), 141–170. https://doi.org/10.1007/s10648-009-9104-0
   Web of Science ®Google Scholar
• Bernburg, J. G. (2009). Labeling theory. In M. D. Crohn, G. P. Hall, Handbook on crime and deviance (pp. 187–207). New York, NY: Springer. https://doi.org/10.1007/978-1-4419-0245-0_10
   Google Scholar
• Blank, C. A. (2013). SAGE handbook of mixed methods in social & behavioral research. Journal of Music Therapy, 50(4), 321–325. https://doi.org/10.1093/jmt/50.4.321
   Web of Science ®Google Scholar
• Bluschke, A., Schuster, J., Roessner, V., & Beste, C. (2018). Neurophysiological mechanisms of interval timing dissociate inattentive and combined ADHD subtypes. Scientific Reports, 8(1), 2033. https://doi.org/10.1038/s41598-018-20484-0
   PubMed Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2014). What can “thematic analysis” offer health and wellbeing researchers? International Journal of Qualitative Studies on Health and Well-Being, 9(1), 26152. https://doi.org/10.3402/qhw.v9.26152
   PubMed Web of Science ®Google Scholar
• Brock, S. E., Jimerson, S. R., & Hansen, R. L. (2009). Identifying, assessing, and treating ADHD at school, Jimerson, S. R., Brock, S. E., eds. In Identifying, assessing, and treating ADHD at school (pp. 1–168). Springer New York, NY. https://doi.org/10.1007/978-1-4419-0501-7
   Google Scholar
• Brunsting, N. C., Sreckovic, M. A., & Lane, K. L. (2014). Special education teacher burnout: A synthesis of research from 1979 to 2013. Education and Treatment of Children, 37(4), 681–711. https://doi.org/10.1353/etc.2014.0032
   Web of Science ®Google Scholar
• Burns, G. L., Becker, S. P., Servera, M., Bernad, M. D., & Garcia-Banda, G. (2017). Sluggish cognitive tempo and Attention-Deficit/Hyperactivity Disorder (ADHD) inattention in the home and school contexts: Parent and teacher invariance and cross-setting validity. Psychological Assessment, 29(2), 209–220. https://doi.org/10.1037/pas0000325
   PubMed Web of Science ®Google Scholar
• Corbin, C. M., Alamos, P., Lowenstein, A. E., Downer, J. T., & Brown, J. L. (2019). The role of teacher-student relationships in predicting teachers’ personal accomplishment and emotional exhaustion. Journal of School Psychology, 77, 1–12. https://doi.org/10.1016/j.jsp.2019.10.001
   PubMed Web of Science ®Google Scholar
• Cortese, S., Konofal, E., Lecendreux, M., Arnulf, I., Mouren, M. C., Darra, F., & Bernardina, B. D. (2005). Restless legs syndrome and attention-deficit/hyperactivity disorder: A review of the literature. Sleep, 28(8), 1007–1013. https://doi.org/10.1093/sleep/28.8.1007
   PubMed Web of Science ®Google Scholar
• Curtis, D. F., Pisecco, S., Hamilton, R. J., & Moore, D. W. (2006). Teacher perceptions of classroom interventions for children with ADHD: A cross-cultural comparison of teachers in the USA and New Zealand. School Psychology Quarterly, 21(2), 171–196. https://doi.org/10.1521/scpq.2006.21.2.171
   Web of Science ®Google Scholar
• Dark, C., Homman-Ludiye, J., & Bryson-Richardson, R. J. (2018). The role of ADHD associated genes in neurodevelopment. Developmental Biology, 438(2), 69–83. https://doi.org/10.1016/j.ydbio.2018.03.023
   PubMed Web of Science ®Google Scholar
• Dauman, N., Haza, M., & Erlandsson, S. (2019). Liberating parents from guilt: A grounded theory study of parents’ internet communities for the recognition of ADHD. International Journal of Qualitative Studies on Health and Well-Being, 14(1), 1564520. https://doi.org/10.1080/17482631.2018.1564520
   PubMed Web of Science ®Google Scholar
• de Boer, A., & Kuijper, S. (2021). Students’ voices about the extra educational support they receive in regular education. European Journal of Special Needs Education, 36(4), 625–641. https://doi.org/10.1080/08856257.2020.1790884
   Web of Science ®Google Scholar
• Dvorsky, M. R., & Langberg, J. M. (2016). A review of factors that promote resilience in Youth with ADHD and ADHD symptoms. Clinical Child and Family Psychology Review, 19(4), 368–391. https://doi.org/10.1007/s10567-016-0216-z
   PubMed Web of Science ®Google Scholar
• Erlandsson, S., Lundin, L., & Punzi, E. (2016). A discursive analysis concerning information on “ADHD” presented to parents by the national institute of mental health (USA). International Journal of Qualitative Studies on Health and Well-Being, 11(1), 30938. https://doi.org/10.3402/qhw.v11.30938
   PubMed Web of Science ®Google Scholar
• Ewe, L. P. (2019). ADHD symptoms and the teacher-student relationship: A systematic literature review. Emotional and Behavioural Difficulties, 24(2), 136–155. https://doi.org/10.1080/13632752.2019.1597562
   Web of Science ®Google Scholar
• Feranska, M. (2018). The context of cooperation between school and family of pupils with adhd and add at common primary schools. Ad Alta-Journal of Interdisciplinary Research, 8(2), 61–64 http://www.magnanimitas.cz/ADALTA/0802/papers/A_feranska.pdf.
   Web of Science ®Google Scholar
• Freitas, P. M., Moreira, T. C., & Andrade, F. (2017). Data protection and biometric data: European union legislation. In R. Jiang, S. Al-maadeed, A. Bouridane, P. D. Crookes, & A. Beghdadi (Eds.), Biometric security and privacy (pp. 413–421). Springer International Publishing. https://doi.org/10.1007/978-3-319-47301-7_16
   Google Scholar
• Greene, R. W., Beszterczey, S. K., Katzenstein, T., Park, K., & Goring, J. (2002). Are students with ADHD more stressful to teach? Patterns of teacher stress in an elementary school sample. Journal of Emotional and Behavioral Disorders, 10(2), 79–89. https://doi.org/10.1177/10634266020100020201
   Web of Science ®Google Scholar
• Gwernan-Jones, R., Moore, D. A., Cooper, P., Russell, A. E., Richardson, M., Rogers, M., Thompson-Coon, J., Stein, K., Ford, T. J., & Garside, R. (2016). A systematic review and synthesis of qualitative research: The influence of school context on symptoms of attention deficit hyperactivity disorder. Emotional and Behavioural Difficulties, 21(1), 83–100. https://doi.org/10.1080/13632752.2015.1120055
   Web of Science ®Google Scholar
• Haack, L. M., Villodas, M. T., McBurnett, K., Hinshaw, S., & Pfiffner, L. J. (2016). Parenting mediates symptoms and impairment in children with ADHD-Inattentive type. Journal of Clinical Child and Adolescent Psychology, 45(2), 155–166. https://doi.org/10.1080/15374416.2014.958840
   PubMed Web of Science ®Google Scholar
• Hastings, R. P., Beek, A., Daley, D., & Hill, C. (2005). Symptoms of ADHD and their correlates in children with intellectual disabilities. Research in Developmental Disabilities, 26(5), 456–468. https://doi.org/10.1016/j.ridd.2004.10.003
   PubMed Web of Science ®Google Scholar
• Hoglund, W. L. G., Klingle, K. E., & Hosan, N. E. (2015). Classroom risks and resources: Teacher burnout, classroom quality and children’s adjustment in high needs elementary schools. Journal of School Psychology, 53(5), 337–357. https://doi.org/10.1016/j.jsp.2015.06.002
   PubMed Web of Science ®Google Scholar
• Hoque, K. E., Kenayathulla, H. B. B., Subramaniam, M., & Islam, R. (2020). Relationships between supervision and teachers’ performance and attitude in secondary schools in Malaysia. Sage Open, 10(2), 2158244020925501. https://doi.org/10.1177/2158244020925501
   Web of Science ®Google Scholar
• Indri Hapsari, I., Iskandarsyah, A., Joefiani, P., & Siregar, R. J. (2020). Teacher and problem in student with ADHD in Indonesia: A case study. The Qualitative Report, 25(11), 4104–4126 . https://doi.org/10.46743/2160-3715/2020.4381
   Web of Science ®Google Scholar
• Iudici, A., Faccio, E., Belloni, E., & Costa, N. (2014). The use of the ADHD diagnostic label: What implications exist for children and their families? Procedia - Social and Behavioral Sciences, 122, 506–509. https://doi.org/10.1016/j.sbspro.2014.01.1383
   Google Scholar
• Jiang, J. W., Vauras, M., Volet, S., & Salo, A. E. (2019). Teacher beliefs and emotion expression in light of support for student psychological needs: A qualitative study. Education Sciences, 9(2), 68. https://doi.org/10.3390/educsci9020068
   Web of Science ®Google Scholar
• Jordan, D. (2018). Contemporary methodological approaches to qualitative research: A review of the oxford handbook of qualitative methods. The Qualitative Report 23 3 547–556. . https://doi.org/10.46743/2160-3715/2018.3448
   Web of Science ®Google Scholar
• Jussim, L. (1986). Self-fulfilling prophecies - a theoretical and integrative review. Psychological Review, 93(4), 429–445. https://doi.org/10.1037/0033-295X.93.4.429
   Web of Science ®Google Scholar
• Krtkova, R., Krtek, A., Pesoutova, M., Meier, Z., Tavel, P., Malinakova, K., & Trnka, R. (2022). What influences do parents perceive as supportive of school well-being and the inclusion of children with ADHD?: A qualitative study. European Journal of Special Needs Education, 1–15. https://doi.org/10.1080/08856257.2022.2050972(onlinefirst)
   Google Scholar
• Lee, J., & Spratling, R. (2019). Recruiting mothers of children with developmental disabilities: Adaptations of the snowball sampling technique using social media. Journal of Pediatric Health Care, 33(1), 107–110. https://doi.org/10.1016/j.pedhc.2018.09.011
   Web of Science ®Google Scholar
• Lee, T., Park, K. J., Lee, H. J., & Kim, H. W. (2020). Clinical and neuropsychological characteristics of ADHD according to DSM-5 age-of-onset criterion in Korean children and adolescents. Journal of Attention Disorders, 24(1), 20–28. https://doi.org/10.1177/1087054716684378
   PubMed Web of Science ®Google Scholar
• Majid, M. A. A., Othman, M., Mohamad, S. F., Lim, S. A. H., & Yusof, A. (2017). Piloting for interviews in qualitative research: operationalization and lessons learnt. International Journal of Academic Research in Business and Social Sciences, 7(4), 1073–1080. https://doi.org/10.6007/IJARBSS/v7-i4/2916
   Google Scholar
• Mason, B. A., Hajovsky, D. B., McCune, L. A., & Turek, J. J. (2017). Conflict, closeness, and academic skills: A longitudinal examination of the teacher-student relationship. School Psychology Review, 46(2), 177–189. https://doi.org/10.17105/SPR-2017-0020.V46-2
   Web of Science ®Google Scholar
• Masse, L., Begin, J. Y., Couture, C., Plouffe-Leboeuf, T., Beaulieu-Lessard, M., & Tremblay, J. (2015). Teachers’ stress about the integration of students with behavioral problems. Education Et Francophonie, 43(2), 179–200. https://doi.org/10.7202/1034491ar
   Google Scholar
• Merrick, R. (2020). Pupil participation in planning provision for special educational needs: Teacher perspectives. Support for Learning, 35(1), 101–118. https://doi.org/10.1111/1467-9604.12288
   Web of Science ®Google Scholar
• Milatz, A., Lueftenegger, M., & Schober, B. (2015). Teachers’ relationship closeness with students as a resource for teacher wellbeing: A response surface analytical approach. Frontiers in Psychology, 6, 1949. https://doi.org/10.3389/fpsyg.2015.01949
   PubMed Web of Science ®Google Scholar
• Mill, J., & Petronis, A. (2008). Pre- and peri-natal environmental risks for attention-deficit hyperactivity disorder (ADHD): The potential role of epigenetic processes in mediating susceptibility. Journal of Child Psychology and Psychiatry, 49(10), 1020–1030. https://doi.org/10.1111/j.1469-7610.2008.01909.x
   PubMed Web of Science ®Google Scholar
• Mitchell, J. T., Sibley, M. H., Hinshaw, S. P., Kennedy, T. M., Chronis-Tuscano, A., Arnold, L. E., Swanson, J. M., Hechtman, L. T., Molina, B. S. G., Caye, A., Tamm, L., Owens, E. B., Roy, A., Weisner, T. S., Murray, D. W., & Jensen, P. S. (2021). A qualitative analysis of contextual factors relevant to suspected late-onset ADHD. Journal of Attention Disorders, 25(5), 724–735. https://doi.org/10.1177/1087054719837743
   PubMed Web of Science ®Google Scholar
• Mogg, C. (2020). Health promotion through supervision - Effectiveness of individual supervision as a support measure for teachers. Zeitschrift Fur Evaluation, 19(1), 85–110. https://doi.org/10.31244/zfe.2020.01.05
   Web of Science ®Google Scholar
• Moore, D. A., Russell, A. E., Arnell, S., & Ford, T. J. (2017). Educators’ experiences of managing students with ADHD: A qualitative study. Child Care Health and Development, 43(4), 489–498. https://doi.org/10.1111/cch.12448
   PubMed Web of Science ®Google Scholar
• Morris-Rothschild, B. K., & Brassard, M. R. (2006). Teachers’ conflict management styles: The role of attachment styles and classroom management efficacy. Journal of School Psychology, 44(2), 105–121. https://doi.org/10.1016/j.jsp.2006.01.004
   Web of Science ®Google Scholar
• Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1609406917733847. https://doi.org/10.1177/1609406917733847
   Web of Science ®Google Scholar
• Noy, C. (2008). Sampling knowledge: The hermeneutics of snowball sampling in qualitative research. International Journal of Social Research Methodology, 11(4), 327–344. https://doi.org/10.1080/13645570701401305
   Web of Science ®Google Scholar
• O’Connor, C., & McNicholas, F. (2020). Lived experiences of diagnostic shifts in child and adolescent mental health contexts: A qualitative interview study with young people and parents. Journal of Abnormal Child Psychology, 48(8), 979–993. https://doi.org/10.1007/s10802-020-00657-0
   PubMed Web of Science ®Google Scholar
• Perez-Alvarez, M. (2017). The four causes of ADHD: Aristotle in the classroom. Frontiers in Psychology, 8, 928. https://doi.org/10.3389/fpsyg.2017.00928
   Web of Science ®Google Scholar
• Pianta, R. C. (1999). Enhancing relationships between children and teachers. American Psychological Association. https://doi.org/10.1037/10314-000
   Google Scholar
• Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33(3), 444–458. https://doi.org/10.1080/02796015.2004.12086261
   Web of Science ®Google Scholar
• Polanczyk, G., de Lima, M. S., Horta, B. L., Biederman, J., & Rohde, L. A. (2007). The worldwide prevalence of ADHD: A systematic review and metaregression analysis. American Journal of Psychiatry, 164(6), 942–948. https://doi.org/10.1176/ajp.2007.164.6.942
   PubMed Web of Science ®Google Scholar
• Polanczyk, G. V., Gwillcutt, E., Salum, G. A., Kieling, C., & Rohde, L. A. (2014). ADHD prevalence estimates across three decades: An updated systematic review and meta-regression analysis. International Journal of Epidemiology, 43(2), 434–442. https://doi.org/10.1093/ije/dyt261
   PubMed Web of Science ®Google Scholar
• Portilla, X. A., Ballard, P. J., Adler, N. E., Boyce, W. T., & Obradovic, J. (2014). An integrative view of school functioning: Transactions between self-regulation, school engagement, and teacher-child relationship quality. Child Development, 85(5), 1915–1931. https://doi.org/10.1111/cdev.12259
   PubMed Web of Science ®Google Scholar
• Rapport, M. D., Kofler, M. J., Alderson, R. M., Timko, T. M., & DuPaul, G. J. (2009). Variability of attention processes in ADHD observations from the classroom. Journal of Attention Disorders, 12(6), 563–573. https://doi.org/10.1177/1087054708322990
   PubMed Web of Science ®Google Scholar
• Rogers, M., Belanger-Lejars, V., Toste, J. R., & Heath, N. L. (2015). Mismatched: ADHD symptomatology and the teacher-student relationship. Emotional and Behavioural Difficulties, 20(4), 333–348. https://doi.org/10.1080/13632752.2014.972039
   Web of Science ®Google Scholar
• Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529. https://doi.org/10.3102/0034654311421793
   Web of Science ®Google Scholar
• Rushton, S., Giallo, R., & Efron, D. (2020). ADHD and emotional engagement with school in the primary years: Investigating the role of student-teacher relationships. British Journal of Educational Psychology, 90(S1), 193–209. https://doi.org/10.1111/bjep.12316
   PubMed Web of Science ®Google Scholar
• Russell, S. L., Wentzel, K. R., & Donlan, A. E. (2016). Teachers’ beliefs about the development of teacher–adolescent trust. Learning Environments Research, 19(2), 241–266. https://doi.org/10.1007/s10984-016-9207-8
   Google Scholar
• Russell, A. E., Tay, M., Ford, T., Russell, G., & Moore, D. (2019). Educational practitioners’ perceptions of ADHD: A qualitative study of views of the home lives of children with ADHD in the UK. British Journal of Special Education, 46(1), 8–28. https://doi.org/10.1111/1467-8578.12247
   Web of Science ®Google Scholar
• Rutter, M. (1989). A secure base - clinical application of attachment theory -Bowlby,J. Journal of Child Psychology and Psychiatry and Allied Disciplines, 30((2)), 315–318.
   Web of Science ®Google Scholar
• Saad, J., Griffiths, K., Kohn, M., Clarke, S., Williams, L., & Korgaonkar, M. S. (2018). Does White matter microstructural integrity differ in the combined and inattentive subtypes of ADHD? A diffusion tensor imaging study. Biological Psychiatry, 83(9), S151. https://doi.org/10.1016/j.biopsych.2018.02.395
   Web of Science ®Google Scholar
• Sadler, G. R., Lee, H. C., Seung-Hwan, R., & Fullerton, J. (2010). Recruitment of hard-to-reach population subgroups via adaptations of the snowball sampling strategy. Nursing & Health Sciences, 12(3), 369–374. https://doi.org/10.1111/j.1442-2018.2010.00541.x
   PubMed Web of Science ®Google Scholar
• Sagiv, S. K., Epstein, J. N., Bellinger, D. C., & Korrick, S. A. (2013). Pre- and postnatal risk factors for ADHD in a nonclinical pediatric population. Journal of Attention Disorders, 17(1), 47–57. https://doi.org/10.1177/1087054711427563
   PubMed Web of Science ®Google Scholar
• Sagvolden, T., Johansen, E. B., Aase, H., & Russell, V. A. (2005). A dynamic developmental theory of attention-deficit/hyperactivity disorder (ADHD) predominantly hyperactive/impulsive and combined subtypes. Behavioral and Brain Sciences, 28(3), 397–419. https://doi.org/10.1017/S0140525X05000075
   PubMed Web of Science ®Google Scholar
• San Mauro Martín, I., Blumenfeld Olivares, J. A., Garicano Vilar, E., Echeverry López, M., García Bernat, M., Quevedo Santos, Y., Blanco López, M., Elortegui Pascual, P., Borregon Rivilla, E., & Rincón Barrado, M. (2018). Nutritional and environmental factors in attention-deficit hyperactivity disorder (ADHD): A cross-sectional study. Nutritional neuroscience, 21(9), 641–647. 10.1080/1028415X.2017.1331952
   PubMed Web of Science ®Google Scholar
• Sato, T., Hodge, S. R., Murata, N. M., & Maeda, J. K. (2007). Japanese physical education teachers’ beliefs about teaching students with disabilities. Sport Education and Society, 12(2), 211–230. https://doi.org/10.1080/13573320701287536
   Web of Science ®Google Scholar
• Sedgwick, J. A., Merwood, A., & Asherson, P. (2019). The positive aspects of attention deficit hyperactivity disorder: A qualitative investigation of successful adults with ADHD. ADHD-Attention Deficit and Hyperactivity Disorders, 11(3), 241–253. https://doi.org/10.1007/s12402-018-0277-6
   Web of Science ®Google Scholar
• Sher-Censor, E., Nahamias-Zlotolov, A., & Dolev, S. (2019). Special education teachers’ narratives and attachment style: Associations with classroom emotional support. Journal of Child and Family Studies, 28(8), 2232–2242. https://doi.org/10.1007/s10826-019-01440-6
   Web of Science ®Google Scholar
• Sherman, J., Rasmussen, C., & Baydala, L. (2006). Thinking positively: How some characteristics of ADHD can be adaptive and accepted in the classroom. Childhood Education, 82(4), 196–200. https://doi.org/10.1080/00094056.2006.10522822
   Google Scholar
• Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher-student relationships. Educational Psychology Review, 23(4), 457–477. https://doi.org/10.1007/s10648-011-9170-y
   Web of Science ®Google Scholar
• te Meerman, S., Batstra, L., Hoekstra, R., & Grietens, H. (2019). Academic textbooks on ADHD genetics: balanced or biased? (vol 12, 1305590, 2017). International journal of qualitative studies on health and well-being, 14(1), 1616433. 10.1080/17482631.2019.1616433
   Web of Science ®Google Scholar
• te Meerman, S., Batstra, L., Hoekstra, R., & Grietens, H. (2017). Academic textbooks on ADHD genetics: Balanced or biased? International Journal of Qualitative Studies on Health and Well-Being, 12(sup1), 1305590. https://doi.org/10.1080/17482631.2017.1305590
   Web of Science ®Google Scholar
• te Meerman, S., Batstra, L., Grietens, H., & Frances, A. (2017). ADHD: A critical update for educational professionals. International Journal of Qualitative Studies on Health and Well-Being, 12(sup1), 1298267. https://doi.org/10.1080/17482631.2017.1298267
   PubMed Web of Science ®Google Scholar
• Thapar, A., Cooper, M., Eyre, O., & Langley, K. (2013). Practitioner review: What have we learnt about the causes of ADHD? Journal of Child Psychology and Psychiatry, 54(1), 3–16. https://doi.org/10.1111/j.1469-7610.2012.02611.x
   PubMed Web of Science ®Google Scholar
• Velki, T., & Dudas, M. (2016). Do more hyperactive children show more symptoms of agression? Ljetopis Socijalnog Rada, 23(1), 87–121. https://doi.org/10.3935/ljsr.v23i1.93
   Web of Science ®Google Scholar
• Verschueren, K., & Koomen, H. M. Y. (2012). Teacher-child relationships from an attachment perspective. Attachment & Human Development, 14(3), 205–211. https://doi.org/10.1080/14616734.2012.672260
   PubMed Web of Science ®Google Scholar
• Verschuuren, M., Badeyan, G., Carnicero, J., Gissler, M., Asciak, R. P., Sakkeus, L., Stenbeck, M., & Deville, W., For The Work Group on Confidentiality and Data Protection of the Network of Competent Authorities of the Health Information and Knowledge Strand of the EU Public Health Programme 2003-08. (2008). The European data protection legislation and its consequences for public health monitoring: A plea for action. The European Journal of Public Health, 18(6), 550–551. https://doi.org/10.1093/eurpub/ckn014
   PubMed Web of Science ®Google Scholar
• Washbrook, E., Propper, C., & Sayal, K. (2013). Pre-school hyperactivity/attention problems and educational outcomes in adolescence: Prospective longitudinal study. British Journal of Psychiatry, 203(4), 265–271. https://doi.org/10.1192/bjp.bp.112.123562
   PubMed Web of Science ®Google Scholar
• Wienen, A. W., Sluiter, M. N., Thoutenhoofd, E., de Jonge, P., & Batstra, L. (2019). The advantages of an ADHD classification from the perspective of teachers. European Journal of Special Needs Education, 34(5), 649–662. https://doi.org/10.1080/08856257.2019.1580838
   Web of Science ®Google Scholar
• Wiener, J., Malone, M., Varma, A., Markel, C., Biondic, D., Tannock, R., & Humphries, T. (2012). Children’s perceptions of their ADHD Symptoms. Canadian Journal of School Psychology, 27(3), 217–242. https://doi.org/10.1177/0829573512451972
   Google Scholar
• Wood, M. T. (1974). Survey of organizations - machine - scored standardized questionnaire instrument- Taylor,J.C. and Bowers,D.G. Personnel Psychology, 27(1), 167–171. doi:10.1111/j.1744-6570.1974.tb02071.x.
   Web of Science ®Google Scholar
• Zendarski, N., Haebich, K., Bhide, S., Quek, J., Nicholson, J. M., Jacobs, K. E., Efron, D., & Sciberras, E. (2020). Student-teacher relationship quality in children with and without ADHD: A cross-sectional community based study. Early Childhood Research Quarterly, 51, 275–284. https://doi.org/10.1016/j.ecresq.2019.12.006
   Web of Science ®Google Scholar
• Ziebland, S., & McPherson, A. (2006). Making sense of qualitative data analysis: An introduction with illustrations from DIPEx (personal experiences of health and illness). Medical Education, 40(5), 405–414. https://doi.org/10.1111/j.1365-2929.2006.02467.x
   PubMed Web of Science ®Google Scholar