Teachers' knowledge, beliefs, and values about children with ADHD

Attention Deficit Hyperactivity Disorder (ADHD) is a multifactoral disorder affecting 8 to 12% of children worldwide. ADHD has profound effects at the individual, family, school, and societal levels. Securing a diagnosis for children with ADHD can be challenging as no laboratory or radiological tests have been helpful in confirming the diagnosis. Teachers are an important source in referring children for ADHD evaluation, in providing information for the diagnosis of ADHD, and in following through with ADHD treatment strategies, yet, the knowledge and beliefs that teachers have about ADHD is unclear.;The research questions for the present study explored the knowledge, beliefs, and values that elementary school teachers have regarding children with ADHD. Newman's theory of health as expanding consciousness, Brofenbrenner's bioecological model, and Bourdieu and Passeron's ideas about the control of bodies in the school setting were blended from a criticalist view as the theoretical framework for the study. The design and methods of ethnography, including the use of a criterion-based tool measuring teachers' knowledge, and the use of group and individual interviews were used for a mixed-methods approach in researching teachers' knowledge and beliefs about ADHD.;The findings indicated that knowledge enhanced teachers' beliefs and values about ADHD in subtle but multifarious ways. Teachers who scored higher on the KADDS seemed to have more positive general beliefs about children with ADHD, had more confidence in the diagnosis of ADHD, and supported a multimodal approach in the treatment of ADHD. Teachers with higher knowledge had more willingness to support the use of stimulant medication in children with ADHD and had flexibility in using various teaching strategies in their classrooms. Teachers with higher knowledge also believed that they could be a positive influence for children with ADHD, which contributed to creating positive niche valance, finding the unique qualities that allow a child to learn and be successful.