Teachers’ attitudes towards common disorders such as ADHD and anxiety are important to investigate, given that teachers play a significant role in the lives of young children. Implicit attitudes have not previously been investigated in this area. The current research aimed to explore teachers’ implicit and explicit gender-biased attitudes towards children with ADHD and anxiety. The Implicit Relational Assessment Procedure (IRAP) was used to measure implicit bias, and results were analyzed in relation to explicit measures. Results indicated that teachers (N = 38) showed implicit and explicit gender biases, however there were no significant relationships between the implicit and explicit measures. The research adds to the small pool of existing literature on the topic and has potential implications regarding teachers’ understanding of ADHD and anxiety.

鉴于教师在幼儿的生活中发挥着重要作用，因此教师对多动症和焦虑等常见疾病的态度很重要，值得调查。隐性态度以前没有在这方面进行过调查。目前的研究旨在探讨教师对多动症和焦虑症儿童的内隐和外显性别偏见态度。隐性关系评估程序 (IRAP) 用于测量隐性偏见，并根据显性测量结果分析结果。结果表明，教师（N= 38) 显示出隐性和显性性别偏见，但是隐性和显性措施之间没有显着关系。该研究增加了关于该主题的现有文献库，并对教师对多动症和焦虑的理解具有潜在影响。