Primary School Teachers' Conceptions of ADHD and School-Based Interventions

ADHD is one of the most frequent disorders in childhood and leads to academic problems in addition to many other difficulties. The purpose of the current study was to gather information about primary school teachers' understanding of ADHD and their implementation of school-based interventions. A total of 112 teachers responded to a questionnaire that addressed their perceptions of the behaviour and symptoms of children diagnosed with ADHD, their knowledge about causes of the disorder and their concrete classroom interventions to support these children. In addition to the core ADHD symptomatology, teachers reported a broad variety of symptoms and behaviour. Only 49 % of the teachers supposed a biological cause of the disorder and apart from corrective strategies few school-based interventions were mentioned. The current study suggests to further provide information and adequate training in school-based interventions to teachers.