Classification of Attention Deficit Hyperactivity Disorder in Schools: Teachers' Perceptions

The increased interest attention deficit hyperactivity disorder (ADHD) has received in recent years necessitates an in-depth investigation into educators’ perceptions of its classification and implications for classroom settings. This study explores general education (GE) teachers’ perceptions of ADHD classification in primary schools in Riyadh, Saudi Arabia. Employing a descriptive survey methodology, we gathered quantitative data from a diverse sample of 145 male and female GE teachers to consider contextual variables that may shape their perceptions. Our findings reveal that teachers generally hold moderate perceptions with respect to the classification of ADHD. Notably, we found no statistically significant differences in teachers’ perceptions with respect to 1) the number of students with ADHD they encountered, 2) their overall years of experience in the educational field, or 3) their exposure to professional development activities related to ADHD. These insights underscore the need for comprehensive professional development initiatives geared towards GE teachers; effective student self-management strategies; and robust techniques to facilitate communication and interaction between teachers and students diagnosed with ADHD. KEYWORDS Overactivity, bias, stereotype, stigma, diagnosis, labelling