Teachers’ recognition of children with ADHD: role of subtype and gender
Article first published online: 9 MAR 2012
© 2012 The Authors. Child and Adolescent Mental Health © 2012 Association for Child and Adolescent Mental Health
Child and Adolescent Mental Health
Volume 18, Issue 1, pages 18–23, February 2013
How to Cite
Moldavsky, M., Groenewald, C., Owen, V. and Sayal, K. (2013), Teachers’ recognition of children with ADHD: role of subtype and gender. Child and Adolescent Mental Health, 18: 18–23. doi: 10.1111/j.1475-3588.2012.00653.x
- Issue published online: 23 JAN 2013
- Article first published online: 9 MAR 2012
- Manuscript Accepted: 11 JAN 2012
- school children;
This study investigates the ability of primary school teachers to recognise Attention Deficit/Hyperactivity Disorder (ADHD), and the impact of subtype and child gender on recognition and proposed management.
Primary school teachers read one of four types of vignette describing the behaviour of a 9-year-old child: either a boy or a girl with inattentive or combined subtype of ADHD. Teachers were asked about their conceptualisation of the child's difficulties and their thoughts about need for specialist referral and other interventions.
Of 496 teachers, 99% identified the presence of a problem. Subtype (combined) of ADHD influenced teachers’ recognition of ADHD and agreement that medication might be helpful. Only 13% of teachers thought that medication might be helpful.
Results suggest a need for better teacher awareness about inattentive subtype of ADHD.