Primary school teachers' perceptions of ADHD (Attention Deficit Hyperactivity Disorder)

Abstract

This study examined state primary school teachers' perceptions on A.D.H.D and on the education of children with ADHD in inclusive classrooms. A representative sample of ninety two teachers from forty two primary schools in Malta was used, and teachers had to complete a postal questionnaire exploring their awareness of A.D.H.D. and their knowledge of behaviour management and educational strategies for children with A.D.H.D. in mainstream schools. The study also investigated any differences related to teachers' age and experience and teaching qualifications. Overall results indicated that all teachers are aware of A.D.H.D. but not all are adequately equipped to support children with A.D.H.D. in their classrooms. When exploring the responses in the light of the teachers' ages and experience and their teaching qualifications, only minimal divergences were noticeable. Such divergences were primarily caused by the lack of knowledge. The study concludes by making a number of recommendations on how to make local awareness of A.D.H.D. more effective, among which there are propositions for in-service courses, seminars and literature targeted for primary school teachers.