Bridging the gap between health and education: words are not enough

When using specific terminology for childhood developmental disorders, paediatricians make assumptions about what teachers know and believe. If these assumptions are incorrect, collaborative management may be compromised. We surveyed primary school teachers in North Brisbane regarding their beliefs about developmental disorders and their views on collaboration between medical and educational professionals.

A survey questionnaire was written specifically, and then piloted with professional colleagues and 40 teachers. Questions examined teachers' opinions about, and personal experience with various developmental disorders. Free comments addressed barriers to collaboration with doctors, and how this might be improved. Responses were analysed using descriptive statistics.

Responses were received from all of the 41 schools surveyed. Overall, completed questionnaires were obtained from 297 of 397 (75%) primary classroom teachers surveyed. Several apparent misconceptions were held, either by the majority (e.g. 70% felt dietary modification is commonly successful treatment for ADHD), or by a significant minority of teachers (e.g. 23% believed autistic spectrum disorder is not a permanent neurological condition). Responses to many questions concurred with the authors' assumptions. Teachers reported high levels of concern about lack of training and resource support for managing special-needs children. Over three-quarters of teachers did not access doctors for information, relying instead on special education professionals (96%) or parents (94%). Few group differences were noted by age, sex, years teaching experience, or system (Catholic, State). Free comments identified significant barriers to the collaboration process, and suggested strategies to address these.

Doctors cannot assume teachers' beliefs about developmental disorders are similar to their own. Furthermore, doctors should recognize constraints that teachers work under, and can take the initiative to improve collaboration with topic-based as well as child-specific information.