TY - JOUR
T1 - What Do Primary and Secondary School Teachers Know About ADHD in Children?
T2 - Findings From a Systematic Review and a Representative, Nationwide Sample of Danish Teachers
AU - Mohr-Jensen, Christina
AU - Steen-Jensen, T.
AU - Bang-Schnack, Maria
AU - Thingvad, Helena
N1 - © 2015 SAGE Publications.
PY - 2019/2
Y1 - 2019/2
N2 - OBJECTIVE: To identify what primary and secondary school teachers know about ADHD in children and, furthermore, to identify which factors predict their knowledge.METHOD: A 29-item questionnaire about ADHD was distributed to a random, nationwide, and representative sample of Danish primary and secondary school teachers. Data were analyzed descriptively and by hierarchical regression analysis.RESULTS: A total of 528 teachers were included. Most teachers identified the symptoms of ADHD (79%-96%) and effective classroom intervention strategies (75%-98%). However, knowledge about other characteristics, etiology, prognosis, and treatment was inconsistent, for example, only 56% and 17% correctly rejected diet as a cause and effective treatment for ADHD. Among the strongest predictors for correct knowledge was having been provided postgraduate education about ADHD.CONCLUSION: 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.
AB - OBJECTIVE: To identify what primary and secondary school teachers know about ADHD in children and, furthermore, to identify which factors predict their knowledge.METHOD: A 29-item questionnaire about ADHD was distributed to a random, nationwide, and representative sample of Danish primary and secondary school teachers. Data were analyzed descriptively and by hierarchical regression analysis.RESULTS: A total of 528 teachers were included. Most teachers identified the symptoms of ADHD (79%-96%) and effective classroom intervention strategies (75%-98%). However, knowledge about other characteristics, etiology, prognosis, and treatment was inconsistent, for example, only 56% and 17% correctly rejected diet as a cause and effective treatment for ADHD. Among the strongest predictors for correct knowledge was having been provided postgraduate education about ADHD.CONCLUSION: 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.
KW - ADD/ADHD
KW - knowledge
KW - survey research
KW - teachers
UR - http://www.scopus.com/inward/record.url?scp=85060116930&partnerID=8YFLogxK
U2 - 10.1177/1087054715599206
DO - 10.1177/1087054715599206
M3 - Review article
C2 - 26297913
SN - 1087-0547
VL - 23
SP - 206
EP - 219
JO - Journal of Attention Disorders
JF - Journal of Attention Disorders
IS - 3
ER -