The aim of this study was to examine teachers’ knowledge, misconceptions and concerns about students with attention deficit hyperactivity disorder (ADHD). This mixed methods study involved 173 school teachers from five elementary schools. Knowledge of Attention Deficit Disorders Scale (KADDS) was used to measure teachers’ knowledge and perspectives about ADHD. The data were analysed using descriptive and inferential statistics. Additionally, themes were created based on the responses from open-ended responses. The findings indicate that the majority of the teachers did not have coursework related to students with ADHD in their teacher preparation programme. The teachers indicated inadequate administrative support and access to professional development as primary reasons for their inability to include ASHD in their classrooms. This study concludes that given a rise in the numbers of students with ADHD, it is imperative that teachers receive specific and advanced training related to ADHD signs and symptoms to implement specific teaching strategies. Furthermore, future research should focus on evaluating teacher training programmes to demonstrate how emotional health as a result of ADHD could impact students’ performances negatively.

中文翻译：

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考察教师对注意力缺陷多动障碍的理解

本研究的目的是检查教师对注意力缺陷多动障碍 (ADHD) 学生的知识、误解和担忧。这项混合方法研究涉及来自五所小学的 173 名学校教师。注意缺陷障碍知识量表（KADDS）用于衡量教师对多动症的知识和观点。使用描述性和推理性统计分析数据。此外，主题是根据开放式响应的响应创建的。调查结果表明，大多数教师在他们的教师准备计划中没有与多动症学生相关的课程。教师表示行政支持和专业发展机会不足是他们无法将ASHD 纳入课堂的主要原因。本研究得出的结论是，鉴于患有 ADHD 的学生人数增加，教师必须接受与 ADHD 体征和症状相关的特定和高级培训，以实施特定的教学策略。此外，未来的研究应侧重于评估教师培训计划，以证明多动症导致的情绪健康如何对学生的表现产生负面影响。