{"title":"School staff perspectives on ADHD and training: understanding the needs and views of UK primary staff","authors":"Rebecca J. Ward, H. Kovshoff, J. Kreppner","doi":"10.1080/13632752.2021.1965342","DOIUrl":null,"url":null,"abstract":"ABSTRACT Teachers report feeling ill-equipped to meet the needs of ADHD children. Previous studies on ADHD teacher training have been largely quantitative, focused on measured gains in ADHD knowledge and use of behavioural strategies. Traditional training shows initial improvements which deteriorate over time necessitating a new approach. Staff perspectives identifying important factors in teaching children with ADHD and staff training are largely missing from the literature. Semi-structured interviews were conducted with 19 primary staff in England. Interviews were analysed using a reflexive thematic approach. Five themes are reported: being equipped to provide for the individual needs of children with ADHD; a joined-up team approach which draws on the knowledge of others; creating the opportunity for every child to succeed; supporting all children in the classroom; training and support which meets the needs of all school staff. Findings will enable ADHD training to be better tailored to meet school staff’s needs.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"44 1","pages":"306 - 321"},"PeriodicalIF":1.5000,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13632752.2021.1965342","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 2
Abstract
ABSTRACT Teachers report feeling ill-equipped to meet the needs of ADHD children. Previous studies on ADHD teacher training have been largely quantitative, focused on measured gains in ADHD knowledge and use of behavioural strategies. Traditional training shows initial improvements which deteriorate over time necessitating a new approach. Staff perspectives identifying important factors in teaching children with ADHD and staff training are largely missing from the literature. Semi-structured interviews were conducted with 19 primary staff in England. Interviews were analysed using a reflexive thematic approach. Five themes are reported: being equipped to provide for the individual needs of children with ADHD; a joined-up team approach which draws on the knowledge of others; creating the opportunity for every child to succeed; supporting all children in the classroom; training and support which meets the needs of all school staff. Findings will enable ADHD training to be better tailored to meet school staff’s needs.
期刊介绍：
The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers" understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.
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