Majority of teachers ‘have difficulty understanding and managing ADHD’

Embargoed until Wednesday, September 17, 2008

Two thirds of primary school teachers struggle to understand and manage attention deficit hyperactivity disorder (ADHD) behaviour because of a lack of training, new research shows.

The study, presented at the annual conference of Royal College of Psychiatrists’ Faculty of Child and Adolescent Psychiatry, surveyed teachers from six primary schools in Plymouth.

The research showed that most teachers had very little understanding of the genetic origins of ADHD, with only about 7% agreeing that it was a genetic disorder.

The majority of teachers were also found to have limited understanding about the use of stimulant medication to treat ADHD, and about whether or not ADHD is being over-diagnosed.

Worryingly, only 35% of teachers had received any training in understanding or managing ADHD behaviour. This is despite teachers playing a vital role in helping to diagnose and manage ADHD.

However, the study did show that teachers who had received training were more likely to work in partnership with parents. This finding suggests that training for teachers could help create a more positive learning environment for children displaying ADHD behaviour.

Study author Dr Sheheryar Jovindah, a locum consultant in child and adolescent psychiatry from Mount Gould Hospital in Plymouth, said it was ‘crucial’ that teachers are provided with better training in understanding and managing ADHD behaviour.

References:

Royal College of Psychiatrists’ Faculty of Child and Adolescent Psychiatry Annual Residential Conference, 17-19 September 2008, Britannia Adelphi Hotel, Liverpool.