Does knowledge about attention-deficit/hyperactivity disorder impact teachers' reported behaviors and perceptions?

Ohan, Jeneva L.; Cormier, Nicole; Hepp, Shellane L.; Visser, Troy A. W.; Strain, Melanie C.

doi:10.1037/1045-3830.23.3.436

Cited by 152Attention Deficit Hyperactivity DisorderBehavioral and Psychological StudiesDevelopmental and Educational Neuropsychology

Does knowledge about attention-deficit/hyperactivity disorder impact teachers' reported behaviors and perceptions?

Ohan, Jeneva L., Cormier, Nicole, Hepp, Shellane L., Visser, Troy A. W., Strain, Melanie C.·2008·School Psychology Quarterly

DOI 10.1037/1045-3830.23.3.436

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Abstract

This study surveyed elementary school teachers in Melbourne, Australia to investigate their knowledge about attention-deficit/hyperactivity disorder (ADHD) and its impact on their reported behavior toward and perceptions of children with ADHD. Consistent with previous international findings, teachers demonstrated good overall knowledge about ADHD, with strengths in knowledge of symptoms/diagnosis and weaknesses in knowledge of causes and treatments. To investigate how knowledge impacted reported behaviors and perceptions, teachers also read vignettes of children with ADHD symptoms and rated their reactions to these children. In general, teachers with high, and to some extent average, knowledge about ADHD reported more helpful behaviors (e.g., help-seeking for their students) and perceptions (e.g., perceive the benefit of behavioral and educational treatments). However, teachers with high and average knowledge also predicted that these children would be more disruptive in the classroom, and reported having less confidence in their ability to manage these children. Implications and need for future research are discussed.

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Teachers with 30 students are likely to encounter at least two students with ADHD in their class.
“Teachers with 30 students are likely to encounter at least two students with ADHD in their class (Ohan et al. 2008).”
From Designing out barriers to student access and participation in secondary school assessment (2018) · cites this paper as Ohan et al. 2008

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“…suggests that teachers’ general knowledge about ADHD is inconsistent; some studies show that teachers have adequate knowledge about the symptoms of ADHD (Greenway & Rees Edwards, 2020; Ohan et al., 2008), while others suggest that knowledge about ADHD symptoms is lacking (Poznanski et al., 2021).”
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BackgroundResultInfluential
Community Knowledge about Attention Deficit Hyperactivity Disorder in Saudi Arabia: A Cross-Sectional Study
Alhommos, A. K. A., AlHadab, F. M., Alalwan, R. A., Alabduladhem, S. T., Alnaser, Z., & Alnami, S. (2022) · Healthcare · doi:10.3390/healthcare11010054 · Cited by 5 · see citing works
Effective but Not Feasible—What Support Staff in All-Day Primary Schools Think of Pedagogical Interventions with Regard to Children with ADHD
Domsch, H., Ruhmland, M., & Lissmann, I. (2022) · Sustainability · doi:10.3390/su14031393 · Cited by 5 · see citing works
“This is in line with the findings of previous studies that showed that knowledge of ADHD is related to the ability to teach children with ADHD effectively as well as to approach them more positively [32,37,49,55].”
BackgroundResult
Teachers as disorder-spotters: (in)decisiveness in assigning a child’s hyperactivity, impulsivity and/or inattention to ADHD as the underlying cause
Degroote, E., Brault, M.-C., & Houtte, M. V. (2021) · European Journal of Special Needs Education · doi:10.1080/08856257.2021.1934151 · Cited by 5 · see citing works
“…of ADHD is highly relevant, since students with a medical diagnosis of ADHD are perceived as academically less able by teachers (Batzle et al. 2010; Ohan et al. 2008) and have a higher chance of school dropout CONTACT Emma Degroote emma.degroote@ugent.be © 2021 Informa UK Limited, trading as…”
Background
Police perceptions of ADHD in youth interviewees
Cunial, K. J., & Kebbell, M. R. (2017) · Psychology Crime and Law · doi:10.1080/1068316x.2017.1284216 · Cited by 4 · see citing works
“Past researchers have addressed a range of content areas (Ohan et al., 2008; Ohan et al., 2011).”
Background
Development and validation of a questionnaire (the IRA-AGHN) to assess teachers' knowledge of Attention Deficit Hyperactivity Disorder
Soroa, M., Balluerka, N., & Gorostiaga, A. (2014) · doi:10.6018/analesps.30.3.168271 · Cited by 5
Unknown, Unloved? Teachers’ Reported Use and Effectiveness of Classroom Management Strategies for Students with Symptoms of ADHD
Gaastra, G. F., Groen, Y., Tucha, L., & Tucha, O. (2019) · Child and Youth Care Forum · doi:10.1007/s10566-019-09515-7 · Cited by 4 · see citing works
[Development and Effects of an Instructional Coaching Program Regarding Children with Attention Deficit Hyperactivity Disorder for Elementary School Teachers].
Park, S., & Park, W. (2017) · Journal of Korean Academy of Nursing · doi:10.4040/jkan.2017.47.3.305 · Cited by 4
“Paying attention gets twice the result with half the effort”: Teachers’ understanding of children’s attention in Chinese early childhood classrooms
Mao, X., & Grammer, J. K. (2026) · Applied Developmental Science · doi:10.1080/10888691.2026.2632895 · Cited by 3 · see citing works
Pre-Service Teachers Lack Knowledge of ADHD, But Report Optimism for Supporting Students With ADHD
Henley, A. C., & Braun, S. S. (2025) · Journal of Attention Disorders · doi:10.1177/10870547251340740 · Cited by 3 · see citing works
“Ohan et al. (2008) found that teachers with greater knowledge of ADHD were more willing to make classroom adaptations for the child and were less confident in their ability to manage the child.”
Influential
Co-production of the ‘EPIC’ multidimensional tool-kit to support neurodivergent children and young people at home and school: a feasibility and pilot study
Rhodes, S., McDougal, E., Efthymiou, C., Stewart, T. M., & Booth, J. N. (2024) · Pilot and Feasibility Studies · doi:10.1186/s40814-024-01530-3 · Cited by 4 · see citing works
“The importance of psychoeducation, ensuring the child and adults who support them understand the individual child’s strengths and difficulties, has been emphasised repeatedly in the literature [56, 57].”
Background
Suspicion of ADHD by teachers in relation to their perception of students’ cognitive capacities: do cognitively strong students escape verdict?
Degroote, E., Brault, M.-C., & Houtte, M. V. (2022) · International Journal of Inclusive Education · doi:10.1080/13603116.2022.2029962 · Cited by 3
“…this effect was not countered by teachers’ experience with or knowledge about ADHD, on the contrary, as teachers gained experience and knowledge, they developed less favorable emotion regarding the instruction of students with an ADHD-diag-nosis or label (Anderson et al. 2012; Ohan et al. 2008).”
Knowledge about attention deficit hyperactivity disorder among primary school teachers in Dubai
Bardi, M., Ghader, N., AbdulRazzak, H., Kuwari, M. A., Itani, L., Qureshi, A. A., & Young, P. (2021) · International Journal of School & Educational Psychology · doi:10.1080/21683603.2021.1980474 · Cited by 3 · see citing works
“…better knowledge of ADHD are more likely to have a positive perception of the condition (Bekle, 2004), to integrate adaptations in the classroom (Ohan et al., 2008), to encourage parents to seek professional care (Ohan et al., 2011), and to make accurate referrals for diagnosis (Sciutto et al.,…”
Background
The Prevalence of Attention Deficit Hyperactivity Disorder (ADHD) Among Elementary School Children: The Effect of Certain Demographic Variables
Zagzoog, T. A., Elshazly, R. M. S., & Soliman, M. S. S. (2021) · MIER journal of educational studies, trends and practices · doi:10.52634/mier/2020/v10/i1/1355 · Cited by 3
“These finding are consistent with Ohan et al., (2008) as they indicated that teachers' knowledge consistently impacted how teachers reported they perceived children with ADHD.”
Result
Foundation Phase teachers’ understanding of attention deficit hyperactivity disorder at Johannesburg independent schools
Jaye, T., Levy, C., Majakwara, J., & Hanson, S. (2020) · South African Journal of Childhood Education · doi:10.4102/sajce.v10i1.825 · Cited by 3 · see citing works
“…an ongoing and pivotal role in these children’s lives in the areas of recognising features (Layton et al. 2018:2122), communicating with specialists (Sax & Kautz 2003:171) and managing these children’s behaviour in a classroom environment (Amod, Vorster & Lazarus 2013:215; Ohan et al. 2008:436).”
Background
Knowledge and Attitude of Primary School Teachers on Attention Deficit Hyperactivity Disorder
Fahmy, E., El-Bakry, S. T., Hegab, A., & Kasem, S. (2020) · Benha Journal of Applied Sciences · doi:10.21608/bjas.2020.137117 · Cited by 3 · see citing works
The Role and Current Status of ADHD information-Sharing Websites for School Teachers
Choi, Y.-S. (2014) · doi:10.14400/jdc.2014.12.6.145 · Cited by 3
The Relationship among ADHD Symptomology, Executive Functions, Morality, and Humor
Chung, H. J., Weyandt, L. L., Verdi, G. R., Swentosky, A. J., Marraccini, M. E., Varejao, M., Wood, D., DeMagistris, J., Coffey, L., Davis, L., et al. (2013) · The ADHD Report · doi:10.1521/adhd.2013.21.7.5 · Cited by 4 · see citing works
School-Based Interventions for Children with Behavioral Difficulties: Inconsistent Implementation of Evidence-Based Practices
Steenweg, E. M., Dekkers, T. J., Doffer, D. P. A., van den Hoofdakker, B. J., Groenman, A. P., & Luman, M. (2025) · Evidence-Based Practice in Child and Adolescent Mental Health · doi:10.1080/23794925.2025.2509300 · Cited by 2 · see citing works
Knowledge and attitudes about conduct disorder of professionals working with young people: The influence of occupation and direct and indirect experience
Pinchess, C., Pauli, R., & Tully, J. (2023) · PLoS ONE · doi:10.1371/journal.pone.0292271 · Cited by 2 · see citing works
“While no study to date has explored the impact of knowledge specifically on the management of CD, studies in young people with attention deficit hyperactivity disorder (ADHD) have demonstrated that teachers with greater knowledge more readily refer children for assessment due to a greater understanding of the challeng…”
Background
Saudi Arabian Pre-Service Special Education Teachers Knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD)
Mohammed, A. (2019) · Global Journal of Health Science · doi:10.5539/gjhs.v11n3p32 · Cited by 2 · see citing works
How do young people with ADHD perceive their condition : an interpretative phenomenological analysis
Kenny, O. (2016) · UEL Research Repository (University of East London) · doi:10.15123/pub.5215 · Cited by 2
“In Australia, Ohan et al. (2008) found that the majority of the teachers surveyed believed that children with ADHD were born with biological vulnerabilities and 38% believed that ADHD was not inherited.”
What Do Preschool Teachers Know About Attention-Deficit/Hyperactivity Disorder (ADHD) and Does It Impact Ratings of Child Impairment?
Poznanski, B., Hart, K. C., & Graziano, P. A. (2020) · School Mental Health · doi:10.1007/s12310-020-09395-6 · Cited by 19 · see citing works
Psychometric Properties of the Greek Version of the ASKAT: Assessing Teachers’ Knowledge and Attitudes Toward ADHD
Boukouvala, P., Soulis, S., Kotsis, K., & Siafaka, V. (2026) · F1000Research · doi:10.12688/f1000research.176376.2 · Cited by 1
“However, there is a significant lack of knowledge in more specific areas related to ADHD, particularly its aetiology (Aguiar et al., 2014; Bekle, 2004; Kos et al., 2004; McDougal et al., 2023; Mohr-Jensen et al., 2019; Ohan et al., 2008).”
Investigating primary school educators’ insights into attention deficit hyperactivity disorder: A cross sectional study in the Greater Accra Region, Ghana
Diaba, S. E., Essuman, Y., Singh, G., & Fiagbe, D. (2025) · PLOS mental health · doi:10.1371/journal.pmen.0000376 · Cited by 1 · see citing works
“Another study in Australia [37] revealed that 25% of participants had high knowledge, which is more than in this study (1.2%).”
Influential
Mental Health Literacy of Primary School Teachers: A Scoping Review
Frei, J. M., Beames, J., Hudson, J. L., & Werner-Seidler, A. (2025) · School psychology review · doi:10.1080/2372966x.2025.2542718 · Cited by 1 · see citing works
ADHD knowledge, perception and misconceptions among Sudanese elementary school teachers 2022
Mahjoub, M. E. B., Ali, M. M. M., & Almahi, S. S. (2025) · BMJ Paediatrics Open · doi:10.1136/bmjpo-2025-003456 · Cited by 1 · see citing works
“16 19 Treatment of ADHD is multimodal and consists of stimulant therapy, family education and behavioural strategies at home and school in which teachers play a key role.”
Conhecimento dos professores da educação básica sobre o TDAH: revisão sistemática
da Silva, M. A. S., & Kristensen, C. H. (2025) · Caderno Pedagógico · doi:10.54033/cadpedv22n1-146 · Cited by 1 · see citing works
Psychometric characteristics of the Knowledge of Attention Deficit Hyperactivity Disorder Scale (KADDS) in a sample of Colombian teachers
Castro, C. R., Martínez, C. H., & Londoño, D. M. M. (2023) · Children and youth services review · doi:10.1016/j.childyouth.2023.107374 · Cited by 1 · see citing works
Greek early childhood educators’ knowledge of attention-deficit/hyperactivity disorder
Grigoropoulos, I. (2023) · Journal of Childhood, Education & Society · doi:10.37291/2717638x.202341209 · Cited by 1
Knowledge and Misperception of Attention Deficit Hyperactivity Disorder (ADHD) among the Primary School Teachers of Vadodara District, Gujarat, India
Chhasatia, A. H., Kataria, L., & Kataria, I. R. (2021) · International Neuropsychiatric Disease Journal · doi:10.9734/indj/2021/v16i230168 · Cited by 1
“Higher knowledge is correlated with a higher identification rate, more helpful behavior for children with ADHD, and has a favorable attitude about interventions [9].”
Background
TEACHERS' ATTITUDES TOWARD THE INCLUSION OF STUDENTS WITH ATTENTION DEFICIT/HYPERACTIVITY DISORDER (ADHD)
Lincă, F. (2019) · Journal of Pedagogy - Revista de Pedagogie · doi:10.26755/r2evped/2019.2/47 · Cited by 1
The Relationship between Hyperactivity and Mathematics Learning among a Child with Deep Deafness
Elsayed, S. A. M., & Rakza, S. (2019) · International Electronic Journal of Mathematics Education · doi:10.29333/iejme/5951 · Cited by 1
“com 9 / 12 By linking the results obtained with previous studies, they are consistent with (Ohan et al., 2008) shows an activity and an excessively compulsive movement around the child with deep deafness by observations of teachers on child performance in academic tasks and social attitudes in making decisions about t…”
MethodResult

Authors: Ohan, J. L., Cormier, N., Hepp, S. L., Visser, T. A. W., & Strain, M. C.
Affiliations: University of British Columbia, Okanagan Campus (CA)
ORCID: Ohan, Jeneva L.
Visser, Troy A. W.
Venue: School Psychology Quarterly
Publisher: American Psychological Association (APA)
Published: 2008-09
Volume: 23
Issue: 3
Pages: 436-449
ISSN: 1045-3830 (ISSN-L)
1939-1560
DOI: 10.1037/1045-3830.23.3.436
OpenAlex: W2087413892
Cited by: 152
References: 40
Citations by year: 2026: 5 · 2025: 8 · 2024: 5 · 2023: 13 · 2022: 7 · 2021: 10 · 2020: 15 · 2019: 11 · 2018: 4 · 2017: 12 · 2016: 10 · 2015: 12 · 2014: 10 · 2013: 9 · 2012: 6
FWCI: 3.74
Type: journal article
Language: en
Open access: closed
Locations: School Psychology Quarterly (publishedVersion)
UWA Profiles and Research Repository (UWA) (submittedVersion)
School Psychology
Topics: Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Keywords: attention deficit hyperactivity disorder, teacher knowledge, teacher perceptions, teacher behavior, primary school teachers, help-seeking, classroom management, disruptive behavior

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Does knowledge about attention-deficit/hyperactivity disorder impact teachers' reported behaviors and perceptions?

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