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

doi:10.1177/1087054715599206

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

Research output: Contribution to journal › Review article › peer-review

21 Citations (Scopus)

Abstract

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.

Original language	English
Journal	Journal of Attention Disorders
Volume	23
Issue number	3
Pages (from-to)	206-219
Number of pages	14
ISSN	1087-0547
DOIs	https://doi.org/10.1177/1087054715599206
Publication status	Published - Feb 2019

Keywords

ADD/ADHD
knowledge
survey research
teachers

Access to Document

10.1177/1087054715599206

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Cite this

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title = "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 = "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.",

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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 et al.
In: Journal of Attention Disorders, Vol. 23, No. 3, 02.2019, p. 206-219.

Research output: Contribution to journal › Review article › peer-review

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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.

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