Perception of Teachers on Students with Attention Deficit Hyperactivity Disorder (ADHD): A Sociological Investigation

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) has been discovered to be prevalent among children of school age, most especially in rural areas in developing countries, and Nigeria is not an exception. This study investigated, sociologically, the awareness level of some primary school teachers about students with attention deficit hyperactivity disorder (ADHD), the various challenges faced, and the coping mechanisms employed by the teachers to address the situation of students with ADHD in Ago-Iwoye, Nigeria.The study was predicated on the Dynamic Developmental Theory (DDT) of Attention Deficit Hyperactivity Disorder (ADHD). The study was conducted in a rural community (Ago-Iwoye), which has limited basic infrastructural facilities. Being an exploratory study, data were collected through a qualitative instrument (an in-depth interview guide) designed by the researchers. Through purposive sampling, in-depth interviews were conducted with 18 respondents from two prominent primary schools with a large number of pupils with ADHD (Imere Primary School and Love Epistle Primary School) in Ago-Iwoye, Ogun State, Nigeria. The data was transcribed, and the content was analyzed. Findings showed that teachers were unaware of what ADHD is but have had encounters with students whoshowed the symptoms at one point or another during their line of service. Also, the teachers were not aware of the professional treatment rendered to students with ADHD, thus facing several challenges dealing with such students and, as a result, treating pupils who passed through their classes like every other conventional educator.The study concluded teachers had no knowledge of students with ADHD and merely treated their symptoms with unfounded judgment. The study recommended that special education experts be recruited in every educational institution to cater to children who experience ADHD and aid their socialization in the school environment.