What Do Primary and Secondary School Teachers Know About ADHD in Children? Findings From a Systematic Review and a Representative, Nationwide Sample of Danish Teachers

Jensen, Christina Mohr; Steen-Jensen, Tom; Bang-Schnack, Maria; Thingvad, Helena

doi:10.1177/1087054715599206

Cited by 34 publications

(35 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The majority of research on CMS or ADHD focuses on primary school teachers [25][26][27]. Additionally, there is a difference in knowledge between teachers who instruct students with special needs (and were trained to do so) and those who do not [28]. In contrast to main, middle, or academic high school teachers, primary and special needs school teachers are trained to support a wide range of students and might therefore be given other information and other strategies during their training.…”

Section: Direct Experiencesmentioning

confidence: 99%

Influences on Teachers’ Intention to Apply Classroom Management Strategies for Students with ADHD: A Model Analysis

et al. 2021

View full text Add to dashboard Cite

Students with attention deficit/hyperactivity disorder (ADHD) show reduced on-task behavior at school and educational problems due to the symptoms associated with this diagnosis. Classroom management strategies (CMS) are important to reduce impairment by ADHD but are not yet well implemented. In this study we analyzed whether the facilitators and barriers regarding the intention to apply CMS identified for pre-service teachers are replicable in a sample of teachers in service. Overall, 599 teachers in service completed an online survey on the intention to apply CMS, their attitude towards CMS and towards students with ADHD, direct experiences, individual differences, and social influences. We calculated path models that significantly clarified variance in the intention to apply CMS (R2intention to use effective CMS = 0.47, p < 0.01 and R2intention to use ineffective CMS = 0.39, p < 0.01). It turns out that similar variables are relevant to teachers in service as well as pre-service teachers. A models’ extension to include variables that do justice to the difference between the two groups, such as work experience, shows a better model fit. Especially, attitude towards CMS, attitude towards students with ADHD, strain, perceived behavioral control and teachers’ affiliation with primary or special needs schools are important variables regarding the intention to apply CMS. The implementation of effective and elimination of ineffective CMS should thus be addressed by targeting teacher’s attitudes towards children with ADHD. Furthermore, strain prevention and education might enhance the application of effective CMS.

show abstract

Section: Direct Experiencesmentioning

confidence: 99%

Influences on Teachers’ Intention to Apply Classroom Management Strategies for Students with ADHD: A Model Analysis

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Diagnoses help to individualize and locate the 'problem' to the individual (Hjo¨rne and Sa¨ljo¨, 2008;Macdonald, 2002;Thornberg et al, 2012 ). Today, there are also discussions on the need for teachers to have substantially better knowledge about the aetiology, prognosis and treatment of ADHD (Mohr-Jensen et al, 2015).…”

Section: Survey Of Previous Researchmentioning

confidence: 99%

The many faces of attention deficit hyperactivity disorder: Unruly behaviour in secondary school and diagnostic solutions

Odenbring

Johansson

Berndtsson

2017

Power and Education

View full text Add to dashboard Cite

In society today, there is a tendency towards over-diagnosing. This tendency in society at large seems to reflect the normalization of a diagnostic culture. Some researchers have claimed that this normalization could be defined as the 'medicalization of childhood'. There would seem to be a need for a sociocultural analysis of this phenomenon in schools-and it is in relation to this background that the present study hopes to generate new knowledge for the research field. This article explores how professionals in student welfare teams relate to and use neuropsychiatric diagnoses. The study draws on interviews with key officials working in student welfare teams in three urban secondary schools in southern Sweden. The main aim has been to investigate how the school officials talk about diagnoses such as attention deficit hyperactivity disorder and autism spectrum disorder, and what kind of explanatory value is awarded to these diagnoses. The results indicate that the professional culture in schools plays a key role in how diagnoses are integrated or not integrated into the schools' work with students' behavioural problems. The results also show that the narratives about diagnoses were framed by ideas related to the students' social-class background and gender.

show abstract

“…Symptoms of hyperactivity include difficulty sitting still, fidgeting and excessive talking. Impulsivity makes it hard for children to wait their turn, and they often interrupt or intrude on others (Mohr-Jensen et al, 2019). Teachers have reported that the symptoms associated with ADHD are the most challenging of classroom behaviours, which generate negative emotions among teachers and peers.…”

Section: Introductionmentioning

confidence: 99%

Teaching assistants' facilitators and barriers to effective practice working with children with ADHD: a qualitative study

Greenway¹,

Edwards²

2021

British J Special Edu

View full text Add to dashboard Cite

Attention-deficit/hyperactivity disorder (ADHD) rates have increased in recent years, resulting in the need for more classroom support. In Wales, support for many pupils with ADHD is provided by the 16,157 teaching assistants (TAs) employed by local authorities. This qualitative study interviewed 15 primary school TAs to answer three questions concerning their feelings about their job, and the facilitators and barriers to their work with children with ADHD. Using thematic analysis, the researchers identified 10 themes: positive feelings, negative effects, a need for change, support, improvement over time, one-to-one relationship, lack of support, negativity towards ADHD, classroom environment, and poor knowledge and experience with ADHD. This study illustrates the TAs' love for their job and the importance of positive relationships. It also highlights a lack of support for TAs and negativity towards ADHD. Implications of the study and recommendations for the future are discussed.

show abstract

What Do Primary and Secondary School Teachers Know About ADHD in Children? Findings From a Systematic Review and a Representative, Nationwide Sample of Danish Teachers

Abstract: Teachers require knowledge about ADHD to successfully include and manage children with ADHD and, additionally, to ensure positive working environments for teachers and support constructive school-home working collaborations.

Cited by 34 publications

References 30 publications

Influences on Teachers’ Intention to Apply Classroom Management Strategies for Students with ADHD: A Model Analysis

Influences on Teachers’ Intention to Apply Classroom Management Strategies for Students with ADHD: A Model Analysis

The many faces of attention deficit hyperactivity disorder: Unruly behaviour in secondary school and diagnostic solutions

Teaching assistants' facilitators and barriers to effective practice working with children with ADHD: a qualitative study

Contact Info

Product

Resources

About