Elementary teachers' conceptions of ADHD in Lebanon -

Abstract

This study adopted a mixed research design in order to explore current elementary teachers' perceptions and knowledge of ADHD in Lebanon. The purpose of this study is to: (1) interpret elementary teachers’ current knowledge about ADHD in Lebanon, (2) explore ADHD students’ gender and its implications on teachers’ perceptions of ADHD subtypes. Data were collected in mixed methods using: (1) questionnaires including four vignettes that aimed to explore the perceptions of ADHD students in relation to gender; and (2) two focus group discussions (FGDs). The sample consisted of 301 Lebanese teachers from 15 schools (6 private and 9 public) in two areas in South of Lebanon. Teachers’ performances on the KADDS questionnaire revealed several misconceptions and lack of knowledge in relation to three subscales: general knowledge, diagnosis-symptoms and treatment. Results of the KADDS questionnaire showed that teachers’ have more knowledge on the diagnosis-symptoms of ADHD than on its nature, outcome and treatment. Teachers’ ratings of the four vignettes (2 males and 2 females) showed no considerable difference between hyperactivity and inattention subtypes by gender. Some of the major conceptions that were common among teachers targeted the causes of ADHD, its treatment and its confusion with other disorders such as aggression for boys and autism for girls. Most participants used the term ‘hyper’ to describe ADHD. As for identification, there was no official identification procedure available at Lebanese schools. The results also showed that teachers tended to identify boys more than girls as students exhibiting external behaviors or ADHD. Finally, as for programs and services, no structured program seems to exist in Lebanon and in schools.