Aldabbagh Reem, Daley David, Sayal Kapil, Glazebrook Cris
Special Education Department, Jeddah University, Jeddah 23218, Saudi Arabia.
NTU Psychology, School of Social Science, Nottingham Trent University, Nottingham NG1 4BU, UK.
Children (Basel). 2024 Aug 28;11(9):1053. doi: 10.3390/children11091053.
BACKGROUND/OBJECTIVES: Children with Attention and Hyperactivity Deficit Disorder (ADHD) and those at risk of ADHD typically exhibit challenging behaviours that may disrupt the classroom environment and be frustrating for teachers. This study aimed to explore teachers' experiences and emotions regarding teaching children with high levels of ADHD symptoms and their perceptions of what might help to meet their unmet support needs.
Semi-structured interviews were conducted with 17 primary educational practitioners for children aged between four and eight years in the UK. Interview scripts were analysed using reflexive thematic analysis. Six main themes and 8 subthemes were developed. These included: (1) ADHD behaviours can disrupt the learning environment; (2) teachers face practical demands on their expertise and particular skills; (3) managing ADHD behaviours can be overwhelming for teachers; (4) teachers and children may treat children with ADHD negatively, which can impact on children's emotions and lead to labelling; (5) existing support for teachers is limited; and (6) teachers need more specific training about ADHD.
The analysis revealed that teachers working with children with externalising behaviours such as ADHD can feel overwhelmed.
The findings from this study suggest that teachers require more training in managing externalising behaviour in the classroom.
背景/目的：患有注意力缺陷多动障碍（ADHD）的儿童以及有患ADHD风险的儿童通常表现出具有挑战性的行为，这些行为可能会扰乱课堂环境，让教师感到沮丧。本研究旨在探讨教师在教授ADHD症状严重的儿童时的经历和情绪，以及他们对哪些措施可能有助于满足他们未得到满足的支持需求的看法。
对英国17名从事4至8岁儿童教育工作的小学教育从业者进行了半结构化访谈。使用反思性主题分析法对访谈脚本进行分析。确定了六个主要主题和八个子主题。这些主题包括：（1）ADHD行为会扰乱学习环境；（2）教师在专业知识和特定技能方面面临实际要求；（3）管理ADHD行为可能让教师不堪重负；（4）教师和儿童可能会对患有ADHD的儿童产生负面态度，这会影响儿童的情绪并导致贴标签；（5）对教师的现有支持有限；（6）教师需要更多关于ADHD的具体培训。
分析表明，与患有ADHD等外化行为的儿童一起工作的教师可能会感到不堪重负。
本研究结果表明，教师需要接受更多关于在课堂上管理外化行为的培训。
