School staff perspectives on ADHD and training: understanding the needs and views of UK primary staff
School staff perspectives on ADHD and training: understanding the needs and views of UK primary staff
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.
ADHD, needs, staff, teacher, training
306-321
Ward, Rebecca
e87b6fbd-ebb2-48da-8872-ad5add3000e4
Kovshoff, Hanna
82c321ee-d151-40c5-8dde-281af59f2142
Kreppner, Jana
6a5f447e-1cfe-4654-95b4-e6f89b0275d6
25 August 2021
Ward, Rebecca
e87b6fbd-ebb2-48da-8872-ad5add3000e4
Kovshoff, Hanna
82c321ee-d151-40c5-8dde-281af59f2142
Kreppner, Jana
6a5f447e-1cfe-4654-95b4-e6f89b0275d6
Ward, Rebecca, Kovshoff, Hanna and Kreppner, Jana
(2021)
School staff perspectives on ADHD and training: understanding the needs and views of UK primary staff.
Emotional and Behavioural Difficulties, 26 (3), .
(doi:10.1080/13632752.2021.1965342).
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.
Text
Ward et al 2021 School staff perspectives on ADHD and training accepted author version EmBehDiff
- Accepted Manuscript
More information
e-pub ahead of print date: 25 August 2021
Published date: 25 August 2021
Additional Information:
Funding Information:
This work was supported by the University of Southampton under the Psychology Jubilee Scholarship.
Publisher Copyright:
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.
Keywords:
ADHD, needs, staff, teacher, training
Identifiers
Local EPrints ID: 451177
URI: http://eprints.soton.ac.uk/id/eprint/451177
ISSN: 1363-2752
PURE UUID: 2ae0aae8-0a70-483e-8ca3-9a9813289d41
Catalogue record
Date deposited: 14 Sep 2021 16:06
Last modified: 17 Mar 2024 06:48
Export record
Altmetrics
Contributors
Author:
Rebecca Ward
Author:
Jana Kreppner
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics