Teachers' Experiences With and Perceptions of Students With Attention Deficit/hyperactivity Disorder

Area of Science:

• Education
• Psychology
• Pediatrics

Background:

• Teachers play a vital role in the academic and social development of students with attention deficit/hyperactivity disorder (ADHD).
• Limited understanding exists regarding teachers' direct experiences and perceptions of students with ADHD.

Purpose of the Study:

• To investigate the experiences and perceptions of teachers concerning students diagnosed with attention deficit/hyperactivity disorder (ADHD).

Main Methods:

• Conducted semi-structured interviews with 14 elementary and middle school teachers in North Carolina and South Carolina.
• Analyzed audio-recorded interviews to identify recurring themes related to ADHD experiences.

Main Results:

• Teachers primarily acquired ADHD information through informal channels like in-services and peer interactions, not formal education.
• Cultural and gender factors influenced teachers' perceptions of ADHD.
• Classroom strategies for ADHD were predominantly based on anecdotal evidence and personal experience.
• Teachers reported experiencing emotional distress, including guilt and worry, when balancing student needs with systemic and familial challenges.

Conclusions:

• Teachers have developed informal coping strategies but would benefit from formal education and support systems to better serve students with ADHD.
• Pediatric nurses can improve care by understanding teachers' perspectives on students with attentional issues.