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Knowledge of and Attitudes Toward ADHD Among Teachers

Author

Listed:
  • Marsha K. Youssef
  • Gerard Hutchinson
  • Farid F. Youssef

Abstract

Teachers are often the first persons responsible for identifying children with attention deficit hyperactivity disorder (ADHD) and are increasingly being called on to help manage such children. We sought to assess teachers’ knowledge of and attitudes toward ADHD in Trinidad & Tobago, a small island developing state in the Caribbean region. Based on previously published work, an instrument was adapted and pilot tested. Using convenience sampling, 440 questionnaires were distributed and 277 valid questionnaires were returned (response rate, 63%). Total knowledge scores were low, mean 12.6/26. Both postgraduate education and in-service training significantly improved knowledge scores as did having previously taught a child with ADHD. Attitudes toward children with ADHD were generally positive although most teachers felt children with ADHD should be taught by specialist teachers. Results suggest greater efforts must be made to provide teacher training specifically in the identification and management of children with ADHD.

Suggested Citation

  • Marsha K. Youssef & Gerard Hutchinson & Farid F. Youssef, 2015. "Knowledge of and Attitudes Toward ADHD Among Teachers," SAGE Open, , vol. 5(1), pages 21582440145, January.
    • Handle: RePEc:sae:sagope:v:5:y:2015:i:1:p:2158244014566761
    DOI: 10.1177/2158244014566761
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    Cited by:

    1. Al-Hwaiti Mohammed, 2019. "Saudi Arabian Pre-Service Special Education Teachers Knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD)," Global Journal of Health Science, Canadian Center of Science and Education, vol. 11(3), pages 1-32, March.
    2. Sonia Jarque Fernández & Laura Amado Luz & Marta Oporto Alonso & Marina Fernández-Andújar, 2021. "Effectiveness of a Long-Term Training Programme for Teachers in Attention-Deficit/Hyperactivity Disorder on Knowledge and Self-Efficacy," Mathematics, MDPI, vol. 9(12), pages 1-11, June.

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