The aim of this study was to examine teachers’ knowledge, misconceptions and concerns about students with attention deficit hyperactivity disorder (ADHD). This mixed methods study involved 173 school teachers from five elementary schools. Knowledge of Attention Deficit Disorders Scale (KADDS) was used to measure teachers’ knowledge and perspectives about ADHD. The data were analysed using descriptive and inferential statistics. Additionally, themes were created based on the responses from open‐ended responses. The findings indicate that the majority of the teachers did not have coursework related to students with ADHD in their teacher preparation programme. The teachers indicated inadequate administrative support and access to professional development as primary reasons for their inability to include ASHD in their classrooms. This study concludes that given a rise in the numbers of students with ADHD, it is imperative that teachers receive specific and advanced training related to ADHD signs and symptoms to implement specific teaching strategies. Furthermore, future research should focus on evaluating teacher training programmes to demonstrate how emotional health as a result of ADHD could impact students’ performances negatively.

Only a few researchers have used qualitative methods to explore Latinx students' experiences and testimonials with their high school counselors. These studies, conducted more than 10 years ago, found that Latinx students reported negative experiences with high school counselors, such as low academic expectations and lack of availability. In the current study, we interviewed eight Latinx college students from the southern United States to learn about their experiences with their high school counselors. The following five themes emerged from interpretative phenomenological analysis of the data: (a) high academic expectations, (b) advisement, (c) lack of availability and accessibility, (d) no social or emotional support, and (e) limited career development. Two crucial implications from this study are that school counselors need to be engaged in all activities aligned with the American School Counselor Association guidelines and should remind Latinx students regularly about school counselors’ essential roles and responsibilities in academic, career, and social/emotional development. We discuss additional implications.

This mixed methods study used a survey by Frost and Kersten to answer the following questions: (a) Do principals of predominantly Hispanic schools perceive themselves as having adequate knowledge in special education? (b) Which areas are these principals most involved in with special education teachers? (c) What suggestions do these principals have for principal preparation programs? Their most frequent recommendation was instruction in the area of special education laws, Section 504, and Response to Intervention. ResumenEste estudio de metodologìa mixta uso el cuestionario de Frost y Kersten para responder a las preguntas: 1) ¿Perciben los directores de escuelas predominantemente hispanas tener conocimiento adecuado en educación especial? 2) ¿En que areas están estos directores mas involucrados con maestros de educación especial? 3) ¿Que sugerencias tienen estos directores para el programa de preparación de directores de escuelas? La recomendación mas frecuente fue la instrucción en el area de leyes sobre educación especial, sección 504, y respuestas a intervenciones.

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