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

Christina Mohr-Jensen, T. Steen-Jensen, Maria Bang-Schnack, Helena Thingvad

Publikation: Bidrag til tidsskriftReview (oversigtsartikel)Forskningpeer review

1 Citation (Scopus)

Resumé

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.

OriginalsprogEngelsk
TidsskriftJournal of Attention Disorders
Vol/bind23
Udgave nummer3
Sider (fra-til)206-219
Antal sider14
ISSN1087-0547
DOI
StatusUdgivet - feb. 2019

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N,N-dimethyl-3,3-diphenyl-1-methylallylamine
Regression Analysis
School Teachers
Diet
Education
Therapeutics
Surveys and Questionnaires

Citer dette

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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. / Mohr-Jensen, Christina; Steen-Jensen, T.; Bang-Schnack, Maria; Thingvad, Helena .

I: Journal of Attention Disorders, Bind 23, Nr. 3, 02.2019, s. 206-219.

Publikation: Bidrag til tidsskriftReview (oversigtsartikel)Forskningpeer review

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