In-Service Training for Increasing Teachers' ADHD Knowledge and Self-Efficacy

Area of Science:

• Education
• Psychology
• Special Education

Background:

• Attention-deficit/hyperactivity disorder (ADHD) presents unique challenges in primary school settings.
• Teachers often lack adequate knowledge and self-efficacy in managing students with ADHD.
• Effective professional development is crucial for supporting teachers in addressing ADHD.

Purpose of the Study:

• To assess the impact of a brief in-service training workshop on primary school teachers' knowledge of ADHD.
• To evaluate the effect of the training on teachers' sense of self-efficacy in managing ADHD.
• To determine the retention of knowledge and self-efficacy gains at a 1-month follow-up.

Main Methods:

• A randomized controlled trial involving 274 primary school teachers across 10 schools.
• Teachers were assigned to either an intervention group receiving ADHD training or a waitlist control group.
• Assessments of ADHD knowledge and self-efficacy were conducted immediately post-intervention and at 1-month follow-up.

Main Results:

• The intervention group showed a significant increase in ADHD knowledge, more than doubling from very low to high levels (p < .001).
• Self-efficacy also increased significantly, though more modestly, within the intervention group (p < .001).
• Both knowledge and self-efficacy decreased at follow-up but remained significantly above baseline levels (p < .001).

Conclusions:

• A brief training workshop is effective in enhancing primary school teachers' knowledge of ADHD.
• The training provides a cost-effective and practical method to address documented gaps in teacher education regarding ADHD.
• While self-efficacy improvements were moderate, the substantial knowledge gains suggest significant benefits for teachers and students.