Henley Anna Catherine, Braun Summer S
The University of Alabama, USA.
J Atten Disord. 2025 Aug;29(10):848-863. doi: 10.1177/10870547251340740. Epub 2025 May 31.
Reports estimate at least one child in every general education classroom in the U.S. has ADHD. Thus, teachers should enter the classroom with an accurate working knowledge of ADHD and the skills to respond effectively to support the development of these students. The present study tested the following research questions (RQs): (RQ1) How knowledgeable are preservice teachers about ADHD? (RQ2) What are pre-service teachers' naturalistic responses to students with ADHD? Are pre-service teachers' (RQ3) knowledge of ADHD, (RQ4) stress, and (RQ5) mindfulness skills associated with three types of responses to working with students with ADHD: evaluation of social/behavioral problems, emotional distress, and investment in treatment and classroom practices? (RQ6) Does mindfulness moderate the association between stress and teachers' responses to students with ADHD?
Participants were 101 education majors in a teacher education program at a large Southeastern university in the United States. Multivariate regressions were employed to assess RQs 3-6.
Pre-service teachers correctly answered 52% of items ( = 0.15) measuring knowledge of ADHD. There were no significant associations between knowledge of ADHD, stress, and mindfulness skills and pre-service teachers' responses to students with ADHD, nor did mindfulness moderate the association between stress and outcomes. However, pre-service teachers with previous experience teaching students with ADHD perceived students' behavioral challenges as more serious than those without experience.
Results indicated that pre-service teachers lacked comprehensive knowledge of ADHD but responded to students with ADHD in a supportive manner. Notably, these findings indicate that teachers entering the workforce within the next two years are willing to implement supportive practices for students with ADHD. Implications for research and practice are discussed.
报告估计美国每个普通教育班级中至少有一名儿童患有注意力缺陷多动障碍（ADHD）。因此，教师应具备关于ADHD的准确实用知识以及有效应对的技能，以支持这些学生的发展。本研究检验了以下研究问题（RQs）：（RQ1）职前教师对ADHD的了解程度如何？（RQ2）职前教师对ADHD学生的自然反应是什么？职前教师的（RQ3）ADHD知识、（RQ4）压力和（RQ5）正念技能是否与对ADHD学生的三种应对方式相关：对社会/行为问题的评估、情绪困扰以及对治疗和课堂实践的投入？（RQ6）正念是否调节压力与教师对ADHD学生反应之间的关联？
参与者是美国东南部一所大型大学教师教育项目中的101名教育专业学生。采用多元回归评估RQs 3 - 6。
职前教师正确回答了52%（ = 0.15）的关于ADHD知识的题目。ADHD知识、压力和正念技能与职前教师对ADHD学生的反应之间没有显著关联，正念也未调节压力与结果之间的关联。然而，有过ADHD学生教学经验的职前教师比没有经验的教师认为学生的行为挑战更严重。
结果表明职前教师缺乏对ADHD的全面知识，但以支持性方式回应ADHD学生。值得注意的是，这些发现表明未来两年进入职场的教师愿意为ADHD学生实施支持性实践。讨论了对研究和实践的启示。
