+ Site Statistics
+ Search Articles
+ PDF Full Text Service
How our service works
Request PDF Full Text
+ Follow Us
Follow on Facebook
Follow on Twitter
Follow on LinkedIn
+ Subscribe to Site Feeds
Most Shared
PDF Full Text
+ Translate
+ Recently Requested

Primary school teachers' attitudes about children with attention deficit/hyperactivity disorder and the role of pharmacological treatment

Primary school teachers' attitudes about children with attention deficit/hyperactivity disorder and the role of pharmacological treatment

Clinical Child Psychology and Psychiatry 19(2): 202-216

Clinical experience and research suggest that teachers' attitudes about attention deficit/hyperactivity disorder (ADHD) are an important factor influencing access to specialist assessment and treatment, including medication. We performed a thematic analysis of comments written by primary school teachers who participated in a case-vignette study investigating the ability of teachers to recognise ADHD. Teachers read one of four types of vignette describing the behaviour of a nine-year-old child who met diagnostic criteria for ADHD (either a boy or a girl with inattentive or combined subtype of ADHD). They answered questions (identical for all types of vignette) about their views regarding the problems and their management. Teachers were invited to add their own comments. Altogether 496 teachers from 110 schools completed the questionnaire: 250 (50%) teachers from 94 schools wrote at least one comment, adding up to 341 comments. Regarding their views on the need to refer the child to specialist services, 32 teachers made comments that reflected caution. The most frequent comments were that it was too early to say whether a referral was necessary, the problems were not severe enough or the main support would come from school. Teachers also reported a lack of knowledge about specialist services or criticised them. When asked whether medication might be beneficial for the child, 125 teachers expressed hesitant or negative views: that it was premature to express an opinion about medication or too soon to give medication to the child; that medication was not necessary or should not be used at all; or that the problems were not severe enough or were emotional in nature. Only five teachers reported having a positive experience of the effect of medication. Teachers' comments suggested a strong preference in using within-school strategies for the management of children with ADHD. Teachers were reluctant to endorse medication for DHD and expressed negative views about its use. Health services should support teachers' management of ADHD-related behaviours in school and provide information to increase teachers' ability to identify the need for a referral to specialist health services.

Please choose payment method:

(PDF emailed within 0-6 h: $19.90)

Accession: 036868676

Download citation: RISBibTeXText

PMID: 23625952

DOI: 10.1177/1359104513485083

Related references

Role of school teachers in identifying attention deficit hyperactivity disorder among primary school children in Mansoura, Egypt. Eastern Mediterranean Health Journal 22(8): 586-595, 2016

Effect of attention-deficit-hyperactivity-disorder training program on the knowledge and attitudes of primary school teachers in Kaduna, North West Nigeria. Child and Adolescent Psychiatry and Mental Health 11: 15-15, 2017

Knowledge and attitudes towards attention deficit hyperactivity disorder among elementary school teachers. Patient Education and Counseling 63(1-2): 84-88, 2006

Knowledge and attitudes about attention-deficit/hyperactivity disorder (ADHD) and its treatment: the views of children, adolescents, parents, teachers and healthcare professionals. Current Psychiatry Reports 15(8): 377, 2013

A study of primary school teachers' knowledge of attention deficit hyperactivity disorder. Revista de Neurologia 66(S01): S121-S126, 2018

The knowledge and attitude of primary school teachers in Sri Lanka towards childhood attention deficit hyperactivity disorder. Ceylon Medical Journal 56(2): 51-54, 2011

Graduating teachers' knowledge and attitudes about attention-deficit hyperactivity disorder: a comparison with practicing teachers. Canadian Journal of Psychiatry. Revue Canadienne de Psychiatrie 44(2): 192, 1999

The experiences of and attitudes toward non-pharmacological interventions for attention-deficit/hyperactivity disorder used in school settings: a systematic review and synthesis of qualitative research. Emotional & Behavioural Difficulties 21(1): 61-82, 2016

Development and Effects of an Instructional Coaching Program Regarding Children with Attention Deficit Hyperactivity Disorder for Elementary School Teachers. Journal of Korean Academy of Nursing 47(3): 305-318, 2017

Prevalence of Attention Deficit Hyperactivity Disorder in primary school children. Indian Journal of Psychiatry 55(4): 338-342, 2013

Clinical presentation of attention-deficit/hyperactivity disorder in preschool children: the Preschoolers with Attention-Deficit/Hyperactivity Disorder Treatment Study (PATS). Journal of Child and Adolescent Psychopharmacology 17(5): 547-562, 2007

Moderators and mediators of treatment response for children with attention-deficit/hyperactivity disorder: the Multimodal Treatment Study of children with Attention-deficit/hyperactivity disorder. Archives of General Psychiatry 56(12): 1088-1096, 1999

Prevalence of attention deficit hyperactivity disorder in primary school children in Taiwan. Journal of the Formosan Medical Association 92(2): 133-138, 1993

Comparison of psychosocial correlates in primary school age children with attention deficit/ hyperactivity disorder- combined type, with and without dysthymic disorder. Child Psychiatry and Human Development 36(4): 419-426, 2006

Adherence to psychostimulant medication in children with attention-deficit/hyperactivity disorder: the role of attitudes. Journal of the Canadian Academy of Child and Adolescent Psychiatry 22(4): 317-323, 2013