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An ADHD educational intervention for elementary schoolteachers: a pilot study
1Section of Community Pediatrics and Adolescent Medicine, Mayo Clinic and Mayo Foundation, Rochester, Minnesota 55905, USA.
Summary
Pediatrician-led training significantly improved elementary teachers' knowledge of attention-deficit/hyperactivity disorder (ADHD) and reduced their stress. This intervention addressed misconceptions about ADHD causes and treatments.
Area of Science:
- Pediatric Health
- Educational Psychology
- Neurodevelopmental Disorders
Background:
- Attention-deficit/hyperactivity disorder (ADHD) significantly impacts classroom behavior and academic performance.
- Teachers often lack specialized knowledge and experience regarding ADHD, leading to potential misconceptions and increased stress.
- Effective interventions are needed to support teachers in managing students with ADHD.
Purpose of the Study:
- To evaluate the impact of pediatrician-led in-service training on elementary school teachers' knowledge and stress levels concerning ADHD.
- To assess changes in teachers' beliefs about ADHD causes and treatment efficacy following the intervention.
- To determine the relationship between teacher stress and ADHD-related student behaviors.
Main Methods:
- A cohort of 44 elementary school teachers participated in an intervention using the Children and Adults with Attention-Deficit Disorder (CHADD) ADHD curriculum.
- Pre- and post-intervention questionnaires measured teachers' knowledge, stress, and perceptions of ADHD.
- Teacher-rated student behaviors and physician contact regarding stimulant medication were also assessed.
Main Results:
- Post-intervention, there was a significant decrease in teachers' belief that ADHD stems from poor parenting (41% to 7%) or sugar/food additives (41% to 5%).
- Belief that methylphenidate should be a last resort decreased from 64% to 34%.
- Teacher stress correlated with ADHD behaviors in male students and decreased post-intervention; improved knowledge and reduced stress were linked to the CHADD curriculum and pediatrician discussions.
Conclusions:
- Pediatrician-led training effectively enhances teachers' understanding of ADHD and mitigates associated stress.
- The intervention successfully corrected common misconceptions regarding ADHD etiology and treatment.
- Collaborative efforts between educators and healthcare professionals are crucial for supporting students with ADHD in school settings.