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Knowledge and Feelings of Competence with Regard to ADHD Among Support Staff in All-Day Primary Schools

  • (1) Background: Schools report a high number of schoolchildren with poor attention and hyperactive behavior, with 5% being diagnosed with attention deficit/hyperactivity disorder (ADHD). This causes specific problems during homework and classroom times, and the extension of all-day schooling in German primary schools makes this a challenge for support staff working in the after-school programs. Such staff have a very wide variety of qualifications, ranging from no formal teacher training to full teaching qualifications. (2) Methods: This study documents the knowledge of 196 support staff working in all-day primary schools about ADHD, and their subjective view of whether they feel competent with regard to homework situations in general and ADHD in particular. (3) Results: Those with an educational background have significantly more knowledge than those without such a background, staff feel less prepared to supervise children with ADHD, and there is a small but significant correlation here with knowledge about ADHD. (4) Conclusions: The importance of trained pedagogical staff in the supervision of children with concentration problems is emphasized.
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Author:Holger Domsch, Martina Ruhmland, Ilka Lissmann
DOI of original publication:https://doi/org/10.3390/su13073696
Parent Title (English):Sustainability
Document Type:Article
Date of Publication (online):2021/06/28
Year of first Publication:2021
Provider of the Publication Server:FH M√ľnster - University of Applied Sciences
Release Date:2021/06/28
Faculties:Sozialwesen (SW)
open_access (DINI-Set):open_access
Publication list:Domsch, Holger
Licence (German):License LogoCreative Commons - Namensnennung (CC BY 4.0)