Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prevalent neurodevelopmental disorders affecting children, often leading to academic and social difficulties. Globally, studies have shown varied levels of knowledge and attitudes among teachers toward ADHD. As frontline observers of student behavior, teachers play a vital role in identifying and managing students with ADHD in the classroom. This study aimed to assess the knowledge and attitudes of elementary school teachers regarding ADHD and their classroom management techniques. A survey was conducted with 245 teachers from six elementary schools using a standardized self-report questionnaire. The results indicated significant gaps in teachers’ knowledge about the causes, symptoms, and management of ADHD. Moreover, teachers’ attitudes toward students with ADHD were found to be generally negative, contributing to misconceptions and a lack of appropriate support in the classroom. The findings highlight the urgent need for targeted educational programs to improve teachers’ understanding and perceptions of ADHD. Teachers’ beliefs and attitudes directly influence classroom practices, the implementation of interventions, and ultimately, student outcomes. Enhancing teacher training with a focus on ADHD-specific strategies can positively impact the academic and behavioral performance of affected students. The review emphasizes the critical role educators play in early intervention and in fostering inclusive classroom environments.

Keywords:ADHD, teachers’ knowledge, attitude, classroom management, elementary education

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1. Narad ME, Garner AA, Peugh JL, Tamm L, Antonini TN, Kingery KM, et al. Parent-teacher agreement on ADHD symptoms across development. Psychol Assess. 2015;27(1):239–248. doi: 10.1037/a0037864.
2. Menikdiwela K, Vojtová V. Attention-deficit/hyperactivity disorder through Sri Lankan primary school teachers’ eyes. J Educ Pract. 2017;8(2). doi: 10.13140/RG.2.2.36498.27845.
3. Akbarzadeh D, Hovida F, Galegiroasan N, Mesrabadi J. Comparison of social skill, impatience and sleep problems among normal students and students with attention deficit/hyperactivity disorder. Stud Med Sci. 2015;25(12):1067–1075. Available at http://umj.umsu.ac.ir/article-1–2678–en.html
4. Hashemi T, Nazari N, Nourazar G, Mashinchi Abbasi N. Modern presentations of ADHD in terms of frequency bands in quantitative electroencephalography (QEEG): The modern theoretical approach. 2018;17(4):49–64.
5. Muhammed AN, Akande TM, Ojuawo AO. ADHD in Ilorin screening with Conners teachers rating scale. Sierra Leone J Biomed Res. 2018;10(1):33–41. doi: 10.4314/sljbr.v10i1.5.
6. American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders: DSM-5. 5th ed. Washington, DC: American Psychiatric Publishing; 2013.
7. DuPaul GJ, Stoner G. ADHD in the Schools, Third Edition: Assessment and Intervention Strategies. 3rd ed. New York: Guilford Press; 2014.
8. Youssef MK, Hutchinson G, Youssef FF. Knowledge of and attitudes toward ADHD among teachers: Insights from a Caribbean nation. Sage Open. 2015;5(1). doi: 10.1177/2158244014566761.
9. Sarkhel S. Kaplan and Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry, 10th edition. Indian J Psychiatry. 2009;51(4):331.
10. Shooshtari MH, Shariati B, Kamalzadeh L, Naserbakht M, Tayefi B, Taban M. The prevalence of attention deficit hyperactivity disorder in Iran: An updated systematic review. Med J Islam Repub Iran. 2021;35:8. doi: 10.47176/mjiri.35.8.
11. Khademi M, Rajeziesfahani S, Noorbakhsh S, Leili P, Davari-Ashtiani R, Razjouyan K, et al. Knowledge and attitude of primary school teachers in Tehran/Iran towards ADHD and SLD. Glob J Health Sci. 2016;8(12):141.
12. Shehata A, Abdelaziz EM, El Aziz A, Abd E, Farrag EL, Hassan H. Effectiveness of structured teaching program on knowledge, attitude and management strategies among teachers of primary school toward children with attention deficit hyperactivity disorders. Nurs Health Sci. 2019;5(6):29–37. doi: 10.9790/1959-0506072937.
13. Hakimjavadi M, Lavasani MG, Shakouri HR, Abdolahifar A, Momeni F. Comparison of the efficacy of behavioral, medicinal and combination of behavioral and medicinal therapy on reduction of hyperactivity/attention deficit disorder symptoms in children. J Gorgan Univ Med Sci. 2015;17(1):42–47.
14. Flanigan L, Climie E. Teachers’ knowledge of ADHD: Review and recommendations. 2018;2(1):1–13. Available at https://journalhosting.ucalgary.ca/index.php/ep/article/view/42922
15. Al-Omari H, Al-Motlaq MA, Al-Modallal H. Knowledge of and attitude towards attention-deficit hyperactivity disorder among primary school teachers in Jordan. Child Care Pract. 2014;21(2). doi: 10.1080/13575279.2014.962012.
16. Latouche AP, Gascoigne M. In-service training for increasing teachers’ ADHD knowledge and self-efficacy. J Atten Disord.2019;23(3):270–281. doi: 10.1177/1087054717707045.
17. Anahita KK, Shahi A, Navidian A, Mosalanejad L. The effect of positive parenting program training in mothers of children with attention deficit hyperactivity on reducing children’s externalizing behavior problems. Fundam Ment Health. 2015;17(3):135–141. doi: 10.22038/jfmh.2015.4312.
18. Alfageer HH, Aldawodi MD, Al Queflie SA, Masud N, Al Harthy NA, Alogayyel N, et al. Knowledge and attitude of male primary school teachers about attention deficit and hyperactivity disorder in Riyadh, Saudi Arabia. J Nat Sci Biol Med.2018;9:257–262.
19. Mulholland SM, Cumming TM, Jung JY. Teacher attitudes towards students who exhibit ADHD-type behaviours. Australas J Spec Educ. 2015;39(1):15–36. doi: 10.1017/jse.2014.18.
20. Chhasatia AH, Kataria LR, Kataria IR. Knowledge and misperception of attention deficit hyperactivity disorder (ADHD) among the primary school teachers of Vadodara District, Gujarat, India. Int Neuropsychiatr Dis J. 2021;16(2):1–7. doi: 10.9734/indj/2021/v16i230168.
21. Amiri S, Noorazar SG, Fakhari A, Gorji Darounkolaee A, Bahari Gharehgoz A. Knowledge and attitudes of preschool teachers regarding attention deficit hyperactivity disorder. Inn J Pediatr. 2016;27(1):e3834. doi: 10.5812/ijp.3834.
22. Moldavsky M, Pass S, Sayal K. Primary school teachers’ attitudes about children with attention deficit/hyperactivity disorder and the role of pharmacological treatment. Clin Child Psychol Psychiatry. 2014;19(2):202–216. doi: 10.1177/1359104513485083.
23. Walczak S, Estrada RD. Ameliorating negative perceptions of attention deficit hyperactivity disorder (ADHD) students. SM J Community Med. 2017;3(1):1025.
24. Atkinson IM, Robinson JA, Shute RH. Between a rock and a hard place: An Australian perspective on education of children with ADHD. Educ Child Psychol. 1997;14(1):21–30. Available at https://shop.bps.org.uk/educational-child-psychology-vol-14-no-1-1997-adhd-perspectives-from-educational-psychology
25. Lasisi D, Ani C, Lasebikan V, Sheikh L, Omigbodun O. Effect of attention-deficit-hyperactivity-disorder training program on the knowledge and attitudes of primary school teachers in Kaduna, North West Nigeria. Child Adolesc Psychiatry Ment Health.2017;11:15. doi: 10.1186/s13034-017-0153-8.
26. Soroa M, Gorostiaga A, Balluerk N. Review of tools used for assessing teachers’ level of knowledge with regards attention deficit hyperactivity disorder (ADHD). In: Attention Deficit Hyperactivity Disorder in Children and Adolescents. InTech; 2013. doi: 10.5772/54277.
27. Ghanizadeh A, Bahredar MJ, Moeini SR. Knowledge and attitudes towards attention deficit hyperactivity disorder among elementary school teachers. Patient Educ Couns. 2006;63(1–2):84–88. doi: 10.1016/j.pec.2005.09.002.
28. Koosha M, Soleymani R, Mehrabadi A. Knowledge, attitude and performance of primary school teachers dealing with attention deficit hyperactivity disorder. 2012;20(80):26–33.
29. Salamatbakhsh N, Khademi M, Noorbakhsh S, Rajezi Esfahani S, Davari Ashtiani R, Razjouyan K. Investigating the knowledge and attitude of primary school teachers in Tehran towards attention-deficit/hyperactivity and learning disorders and their relation to teacher’s characteristics. J Rehab Med. 2016;5(3):1–11.
30. Yoo IY. Knowledge and attitude to attention deficit hyperactive disorder in Korean preschool teachers. J Korean Acad Child Health Nurs. 2004;15(4):383–391.
31. Blotnicky-Gallant P, Martin C, McGonnell M, Corkum P. Nova Scotia teachers’ ADHD knowledge, beliefs, and classroom management practices. Can J Sch Psychol. 2014;30(1):3–21. doi: 10.1177/0829573514542225.
32. Mirza N, Nisar N, Ikram Z. Knowledge, attitude & practices towards attention deficit hyperactivity disorder among private elementary school teachers of Karachi, Pakistan. J Dow Univ Health Sci. 2017;11(1):11–17.
33. Alkahtani K. Teachers’ knowledge and misconceptions of attention deficit/hyperactivity disorder. 2013;4:963–969. doi: 10.4236/psych.2013.412139.
34. Brook U, Watemberg N, Geva D. Attitude and knowledge of attention deficit hyperactivity disorder and learning disability among high school teachers. Patient Educ Couns. 2000;40(3):247–252. doi: 10.1016/s0738-3991(99)00080-4.
35. Badeleh MT. Attention deficit hyperactivity disorder and elementary teachers’ awareness. J Med Sci. 2013;13:829–833.
36. Ward RJ, Bristow SJ, Kovshoff H, Cortese S, Kreppner J. The effects of ADHD teacher training programs on teachers and pupils: A systematic review and meta-analysis. J Atten Disord. 2022;26(2):225–244. doi: 10.1177/1087054720972801.
37. Alban-Metcalfe J, Cheng-Lai A, Ma T. Teacher and student teacher ratings of attention-deficit/hyperactivity disorder in three cultural settings. Int J Disabil Dev Educ. 2002;49(3):281–299. doi: 10.1080/1034912022000007298.
38. Alquraini T. Special education in Saudi Arabia: Challenges, perspectives, future possibilities. Int J Spec Educ.2010;25(3):139–147.
39. Quinn BP. Diagnostic and statistical manual of mental disorders, fourth edition, primary care version. Prim Care Companion J Clin Psychiatry. 1999;1(2):54–55.
40. August GJ, Realmuto GM, MacDonald AW 3rd, Nugent SM, Crosby R. Prevalence of ADHD and comorbid disorders among elementary school children screened for disruptive behavior. J Abnorm Child Psychol. 1996;24(5):571–595. doi: 10.1007/BF01670101.
41. Barkley RA, DuPaul GJ, McMurray MB. Comprehensive evaluation of attention deficit disorder with and without hyperactivity as defined by research criteria. J Consult Clin Psychol. 1990;58(6):775–789. doi: 10.1037//0022-006x.58.6.775..
42. Reebye P. Attention–Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment, Third Edition. J Can Acad Child Adolesc Psychiatry. 2008;17(1):31–33.
43. Bekle B. Knowledge and attitudes about attention-deficit hyperactivity disorder (ADHD): A comparison between practicing teachers and undergraduate education students. J Atten Disord. 2004;7(3):151–161. doi: 10.1177/108705470400700303.
44. Beyene G. Attitudes of teachers towards inclusive education in Ethiopia. Ethiop J Educ Sci.
45. Braswell L, Bloomquist ML. Cognitive-Behavioral Therapy with ADHD Children: Child, Family, and School Interventions. New York: Guilford Press; 1991.
46. Hergenrather K, Rhodes S. Exploring undergraduate student attitudes toward persons with disabilities: Application of the Disability Social Relationship Scale. Rehabil Couns Bull. 2007;50(2):66–75. doi: 10.1177/00343552070500020501.
47. Jackson DA, King AR. Gender differences in the effects of oppositional behavior on teacher ratings of ADHD symptoms. J Abnorm Child Psychol. 2004;32(2):215–224. doi: 10.1023/b:jacp.0000019772.71251.ff.
48. Jerome L, Washington P, Laine CJ, Segal A. Graduating teachers’ knowledge and attitudes about attention-deficit hyperactivity disorder: A comparison with practicing teachers. Can J Psychiatry. 1999;44(2):192.
49. Mulholland S, Cumming TM, Lee J. Accurately assessing teacher ADHD-specific attitudes using the Scale for ADHD-Specific Attitudes. J Atten Disord. 2023;27(5):554–568. doi: 10.1177/10870547231153938.
50. Brassett-Harknett A, Butler N. Attention-deficit/hyperactivity disorder: An overview of the etiology and a review of the literature relating to the correlates and lifecourse outcomes for men and women. Clin Psychol Rev. 2007;27(2):188–210. doi: 10.1016/j.cpr.2005.06.001.

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prevalent neurodevelopmental disorders affecting children, often leading to academic and social difficulties. Globally, studies have shown varied levels of knowledge and attitudes among teachers toward ADHD. As frontline observers of student behavior, teachers play a vital role in identifying and managing students with ADHD in the classroom. This study aimed to assess the knowledge and attitudes of elementary school teachers regarding ADHD and their classroom management techniques. A survey was conducted with 245 teachers from six elementary schools using a standardized self-report questionnaire. The results indicated significant gaps in teachers’ knowledge about the causes, symptoms, and management of ADHD. Moreover, teachers’ attitudes toward students with ADHD were found to be generally negative, contributing to misconceptions and a lack of appropriate support in the classroom. The findings highlight the urgent need for targeted educational programs to improve teachers’ understanding and perceptions of ADHD. Teachers’ beliefs and attitudes directly influence classroom practices, the implementation of interventions, and ultimately, student outcomes. Enhancing teacher training with a focus on ADHD-specific strategies can positively impact the academic and behavioral performance of affected students. The review emphasizes the critical role educators play in early intervention and in fostering inclusive classroom environments.

Keywords:ADHD, teachers’ knowledge, attitude, classroom management, elementary education

🔒 This is a subscription article

Full text is available to subscribers and institutional members. Please choose an option below to access it.

1. Narad ME, Garner AA, Peugh JL, Tamm L, Antonini TN, Kingery KM, et al. Parent-teacher agreement on ADHD symptoms across development. Psychol Assess. 2015;27(1):239–248. doi: 10.1037/a0037864.
2. Menikdiwela K, Vojtová V. Attention-deficit/hyperactivity disorder through Sri Lankan primary school teachers’ eyes. J Educ Pract. 2017;8(2). doi: 10.13140/RG.2.2.36498.27845.
3. Akbarzadeh D, Hovida F, Galegiroasan N, Mesrabadi J. Comparison of social skill, impatience and sleep problems among normal students and students with attention deficit/hyperactivity disorder. Stud Med Sci. 2015;25(12):1067–1075. Available at http://umj.umsu.ac.ir/article-1–2678–en.html
4. Hashemi T, Nazari N, Nourazar G, Mashinchi Abbasi N. Modern presentations of ADHD in terms of frequency bands in quantitative electroencephalography (QEEG): The modern theoretical approach. 2018;17(4):49–64.
5. Muhammed AN, Akande TM, Ojuawo AO. ADHD in Ilorin screening with Conners teachers rating scale. Sierra Leone J Biomed Res. 2018;10(1):33–41. doi: 10.4314/sljbr.v10i1.5.
6. American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders: DSM-5. 5th ed. Washington, DC: American Psychiatric Publishing; 2013.
7. DuPaul GJ, Stoner G. ADHD in the Schools, Third Edition: Assessment and Intervention Strategies. 3rd ed. New York: Guilford Press; 2014.
8. Youssef MK, Hutchinson G, Youssef FF. Knowledge of and attitudes toward ADHD among teachers: Insights from a Caribbean nation. Sage Open. 2015;5(1). doi: 10.1177/2158244014566761.
9. Sarkhel S. Kaplan and Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry, 10th edition. Indian J Psychiatry. 2009;51(4):331.
10. Shooshtari MH, Shariati B, Kamalzadeh L, Naserbakht M, Tayefi B, Taban M. The prevalence of attention deficit hyperactivity disorder in Iran: An updated systematic review. Med J Islam Repub Iran. 2021;35:8. doi: 10.47176/mjiri.35.8.
11. Khademi M, Rajeziesfahani S, Noorbakhsh S, Leili P, Davari-Ashtiani R, Razjouyan K, et al. Knowledge and attitude of primary school teachers in Tehran/Iran towards ADHD and SLD. Glob J Health Sci. 2016;8(12):141.
12. Shehata A, Abdelaziz EM, El Aziz A, Abd E, Farrag EL, Hassan H. Effectiveness of structured teaching program on knowledge, attitude and management strategies among teachers of primary school toward children with attention deficit hyperactivity disorders. Nurs Health Sci. 2019;5(6):29–37. doi: 10.9790/1959-0506072937.
13. Hakimjavadi M, Lavasani MG, Shakouri HR, Abdolahifar A, Momeni F. Comparison of the efficacy of behavioral, medicinal and combination of behavioral and medicinal therapy on reduction of hyperactivity/attention deficit disorder symptoms in children. J Gorgan Univ Med Sci. 2015;17(1):42–47.
14. Flanigan L, Climie E. Teachers’ knowledge of ADHD: Review and recommendations. 2018;2(1):1–13. Available at https://journalhosting.ucalgary.ca/index.php/ep/article/view/42922
15. Al-Omari H, Al-Motlaq MA, Al-Modallal H. Knowledge of and attitude towards attention-deficit hyperactivity disorder among primary school teachers in Jordan. Child Care Pract. 2014;21(2). doi: 10.1080/13575279.2014.962012.
16. Latouche AP, Gascoigne M. In-service training for increasing teachers’ ADHD knowledge and self-efficacy. J Atten Disord.2019;23(3):270–281. doi: 10.1177/1087054717707045.
17. Anahita KK, Shahi A, Navidian A, Mosalanejad L. The effect of positive parenting program training in mothers of children with attention deficit hyperactivity on reducing children’s externalizing behavior problems. Fundam Ment Health. 2015;17(3):135–141. doi: 10.22038/jfmh.2015.4312.
18. Alfageer HH, Aldawodi MD, Al Queflie SA, Masud N, Al Harthy NA, Alogayyel N, et al. Knowledge and attitude of male primary school teachers about attention deficit and hyperactivity disorder in Riyadh, Saudi Arabia. J Nat Sci Biol Med.2018;9:257–262.
19. Mulholland SM, Cumming TM, Jung JY. Teacher attitudes towards students who exhibit ADHD-type behaviours. Australas J Spec Educ. 2015;39(1):15–36. doi: 10.1017/jse.2014.18.
20. Chhasatia AH, Kataria LR, Kataria IR. Knowledge and misperception of attention deficit hyperactivity disorder (ADHD) among the primary school teachers of Vadodara District, Gujarat, India. Int Neuropsychiatr Dis J. 2021;16(2):1–7. doi: 10.9734/indj/2021/v16i230168.
21. Amiri S, Noorazar SG, Fakhari A, Gorji Darounkolaee A, Bahari Gharehgoz A. Knowledge and attitudes of preschool teachers regarding attention deficit hyperactivity disorder. Inn J Pediatr. 2016;27(1):e3834. doi: 10.5812/ijp.3834.
22. Moldavsky M, Pass S, Sayal K. Primary school teachers’ attitudes about children with attention deficit/hyperactivity disorder and the role of pharmacological treatment. Clin Child Psychol Psychiatry. 2014;19(2):202–216. doi: 10.1177/1359104513485083.
23. Walczak S, Estrada RD. Ameliorating negative perceptions of attention deficit hyperactivity disorder (ADHD) students. SM J Community Med. 2017;3(1):1025.
24. Atkinson IM, Robinson JA, Shute RH. Between a rock and a hard place: An Australian perspective on education of children with ADHD. Educ Child Psychol. 1997;14(1):21–30. Available at https://shop.bps.org.uk/educational-child-psychology-vol-14-no-1-1997-adhd-perspectives-from-educational-psychology
25. Lasisi D, Ani C, Lasebikan V, Sheikh L, Omigbodun O. Effect of attention-deficit-hyperactivity-disorder training program on the knowledge and attitudes of primary school teachers in Kaduna, North West Nigeria. Child Adolesc Psychiatry Ment Health.2017;11:15. doi: 10.1186/s13034-017-0153-8.
26. Soroa M, Gorostiaga A, Balluerk N. Review of tools used for assessing teachers’ level of knowledge with regards attention deficit hyperactivity disorder (ADHD). In: Attention Deficit Hyperactivity Disorder in Children and Adolescents. InTech; 2013. doi: 10.5772/54277.
27. Ghanizadeh A, Bahredar MJ, Moeini SR. Knowledge and attitudes towards attention deficit hyperactivity disorder among elementary school teachers. Patient Educ Couns. 2006;63(1–2):84–88. doi: 10.1016/j.pec.2005.09.002.
28. Koosha M, Soleymani R, Mehrabadi A. Knowledge, attitude and performance of primary school teachers dealing with attention deficit hyperactivity disorder. 2012;20(80):26–33.
29. Salamatbakhsh N, Khademi M, Noorbakhsh S, Rajezi Esfahani S, Davari Ashtiani R, Razjouyan K. Investigating the knowledge and attitude of primary school teachers in Tehran towards attention-deficit/hyperactivity and learning disorders and their relation to teacher’s characteristics. J Rehab Med. 2016;5(3):1–11.
30. Yoo IY. Knowledge and attitude to attention deficit hyperactive disorder in Korean preschool teachers. J Korean Acad Child Health Nurs. 2004;15(4):383–391.
31. Blotnicky-Gallant P, Martin C, McGonnell M, Corkum P. Nova Scotia teachers’ ADHD knowledge, beliefs, and classroom management practices. Can J Sch Psychol. 2014;30(1):3–21. doi: 10.1177/0829573514542225.
32. Mirza N, Nisar N, Ikram Z. Knowledge, attitude & practices towards attention deficit hyperactivity disorder among private elementary school teachers of Karachi, Pakistan. J Dow Univ Health Sci. 2017;11(1):11–17.
33. Alkahtani K. Teachers’ knowledge and misconceptions of attention deficit/hyperactivity disorder. 2013;4:963–969. doi: 10.4236/psych.2013.412139.
34. Brook U, Watemberg N, Geva D. Attitude and knowledge of attention deficit hyperactivity disorder and learning disability among high school teachers. Patient Educ Couns. 2000;40(3):247–252. doi: 10.1016/s0738-3991(99)00080-4.
35. Badeleh MT. Attention deficit hyperactivity disorder and elementary teachers’ awareness. J Med Sci. 2013;13:829–833.
36. Ward RJ, Bristow SJ, Kovshoff H, Cortese S, Kreppner J. The effects of ADHD teacher training programs on teachers and pupils: A systematic review and meta-analysis. J Atten Disord. 2022;26(2):225–244. doi: 10.1177/1087054720972801.
37. Alban-Metcalfe J, Cheng-Lai A, Ma T. Teacher and student teacher ratings of attention-deficit/hyperactivity disorder in three cultural settings. Int J Disabil Dev Educ. 2002;49(3):281–299. doi: 10.1080/1034912022000007298.
38. Alquraini T. Special education in Saudi Arabia: Challenges, perspectives, future possibilities. Int J Spec Educ.2010;25(3):139–147.
39. Quinn BP. Diagnostic and statistical manual of mental disorders, fourth edition, primary care version. Prim Care Companion J Clin Psychiatry. 1999;1(2):54–55.
40. August GJ, Realmuto GM, MacDonald AW 3rd, Nugent SM, Crosby R. Prevalence of ADHD and comorbid disorders among elementary school children screened for disruptive behavior. J Abnorm Child Psychol. 1996;24(5):571–595. doi: 10.1007/BF01670101.
41. Barkley RA, DuPaul GJ, McMurray MB. Comprehensive evaluation of attention deficit disorder with and without hyperactivity as defined by research criteria. J Consult Clin Psychol. 1990;58(6):775–789. doi: 10.1037//0022-006x.58.6.775..
42. Reebye P. Attention–Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment, Third Edition. J Can Acad Child Adolesc Psychiatry. 2008;17(1):31–33.
43. Bekle B. Knowledge and attitudes about attention-deficit hyperactivity disorder (ADHD): A comparison between practicing teachers and undergraduate education students. J Atten Disord. 2004;7(3):151–161. doi: 10.1177/108705470400700303.
44. Beyene G. Attitudes of teachers towards inclusive education in Ethiopia. Ethiop J Educ Sci.
45. Braswell L, Bloomquist ML. Cognitive-Behavioral Therapy with ADHD Children: Child, Family, and School Interventions. New York: Guilford Press; 1991.
46. Hergenrather K, Rhodes S. Exploring undergraduate student attitudes toward persons with disabilities: Application of the Disability Social Relationship Scale. Rehabil Couns Bull. 2007;50(2):66–75. doi: 10.1177/00343552070500020501.
47. Jackson DA, King AR. Gender differences in the effects of oppositional behavior on teacher ratings of ADHD symptoms. J Abnorm Child Psychol. 2004;32(2):215–224. doi: 10.1023/b:jacp.0000019772.71251.ff.
48. Jerome L, Washington P, Laine CJ, Segal A. Graduating teachers’ knowledge and attitudes about attention-deficit hyperactivity disorder: A comparison with practicing teachers. Can J Psychiatry. 1999;44(2):192.
49. Mulholland S, Cumming TM, Lee J. Accurately assessing teacher ADHD-specific attitudes using the Scale for ADHD-Specific Attitudes. J Atten Disord. 2023;27(5):554–568. doi: 10.1177/10870547231153938.
50. Brassett-Harknett A, Butler N. Attention-deficit/hyperactivity disorder: An overview of the etiology and a review of the literature relating to the correlates and lifecourse outcomes for men and women. Clin Psychol Rev. 2007;27(2):188–210. doi: 10.1016/j.cpr.2005.06.001.