Exploring mainstream foundation phase teachers’ misconceptions of attention-deficit/hyperactivity disorder

Abstract: Attention-Deficit/Hyperactivity Disorder (ADHD) affects about eight to ten percent of the South African population. Teachers are often the first to recognise if a child is hyperactive or inattentive as ADHD affects a child’s functioning most strongly in school. However, teachers are not trained to recognise ADHD and how to manage it, and many have misconceptions about the disorder. The purpose of this study was to explore mainstream Foundation Phase teachers’ misconceptions of ADHD. The teachers’ views of ADHD and appropriate implementation of strategies to use in the classroom were examined. This study was conducted using a generic qualitative research design. Twelve mainstream Foundation Phase teachers completed an online questionnaire and participated in semi-structured interviews. Thematic content analysis was used to analyse the data and identify the themes that emerged. It was found that most of the teachers had a sound knowledge of ADHD; however, they were not informed of all the criteria used in diagnosing or identifying a child with ADHD. It was found that most teachers preferred medication as a method of intervention despite their knowing there were other factors which influenced a child’s behaviour. Teachers still had misconceptions about ADHD and how to treat it. Educational psychologists working in schools need to run workshops and conduct professional development seminars in order to better equip teachers and dispel their misconceptions of ADHD. Educational psychologists also need to be mindful of a child that has been referred by a teacher for an assessment because they suspect ADHD.M.A. (Educational Psychology