More Attention Needed On ADHD In School - Over 80% Of The Teachers Surveyed Want More ADHD Training, UK

Main Category: ADHD
Article Date: 19 Sep 2008 - 6:00 PST

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A new survey has revealed that over half of UK teachers have not had any training about Attention Deficit Hyperactivity disorder (ADHD). [1] With millions of UK children back to school this month, this finding paints a distressing picture for the estimated 5% of school age children in the UK who have ADHD.[2] These results are also particularly concerning as teachers are the most commonly used source of help in the UK for 70% of parents of children with ADHD. [3]

The survey highlighted the lack of support for teachers trying to cope with ADHD in the classroom with almost half of all teachers saying that there is no official management strategy in place at their school. [1]

Although 83% of teachers said that they could recognise the symptoms of ADHD, they did not feel that they were suitably equipped or supported to deal with a child with ADHD. Most had not received sufficient, or any, training in this matter. [1]

"Many children with ADHD get into trouble at school because there is a lack of understanding and support for their difficulties. Improving the skills of teachers is essential. Not only does this affect the child at school, but the manner in which children with ADHD are managed in the classroom also impacts on their social and emotional development outside of school hours ", commented Holly Evans, ADHD Advisory Teacher. "There are techniques that can help teachers manage students with ADHD in the classroom effectively whilst helping these students reach their academic potential".

The key to maximising the potential of children with ADHD is early identification; this will ensure appropriate interventions can be put in place to adequately support the child through their developing years. [4] Helping teachers be more aware of the condition and why a child exhibits such behaviour can make a difference to how a child develops at school, on the playing field and in the home.

Over 80% of the teachers surveyed said they would like to receive more training on ADHD, and 76% of teachers surveyed also said they would benefit from some form of communication with qualified healthcare professionals about ADHD. [1]

"The most important thing is to ensure the symptoms of ADHD do not compromise a child's emotional, behavioural and social development," said Dr Graeme Lamb, Consultant Child and Adolescent Psychiatrist. "Without skilled management and effective interventions, ADHD can provoke a range of problems that may plague an individual from childhood into adolescence and even adulthood."

Sarah Cook of Hertfordshire whose son Sam (10) has ADHD commented that,
"Having teachers who know how to manage ADHD can make all the difference to a child's academic potential and self-esteem. We have been very lucky with Sam's teachers who really understand how to relate to his needs without stigmatising him. Sarah also commented, "Having great teachers is only part of the equation but we have found the right balance for Sam to ensure that he is consistently well managed ; now I look forward to going out as a family, rather than dreading it."

Parents can find more information, regional support groups and resources through the Attention Deficit Disorder information and Support Service (ADDISS) by visiting http://www.addiss.co.uk or calling 0208 952 2800. ADISS provides a range of training programmes to suit all needs in the education system.

What is ADHD?

Attention-deficit hyperactivity disorder (ADHD) is a medical condition that is defined in the Diagnostic and Statistical Manual of Mental Disorders (DSM IV).

ADHD is characterised by three core symptoms: inattention, hyperactivity and impulsivity. Inattention can include an inability to focus and pay attention, a pattern of careless mistakes, difficulty listening or finishing tasks and easy distractibility. Hyperactivity may be manifested through fidgeting, talking excessively, and a tendency to run around at inappropriate times and interrupt others. Impulsivity may be exhibited as an inability to curb immediate reactions, often causing children to blurt out inappropriate comments or to run into the street without looking.

About the survey

The research was carried out online by Tickbox.net/Opinion Matters on behalf of Janssen-Cilag between 16 / 07 / 2008 and 29 / 07 / 2008 amongst a nationally representative sample of 1050 primary and secondary school teachers in the UK, of which 311 respondents were male, and 739 respondents were female.

Tickbox.net adhere to and follow the codes of the MRS (Market Research Society) and are fully registered and compliant with the Data Protection Registrar.

References

[1] 2008 Tickbox survey: Data on file ConcertaXL_DoF_01Sep2008_MI_JCJ_01(Tickbox Survey)

[2] NICE 2006. Methylphenidate, atomoxeine and dexamfetamine for attention deficit hyperactivity disorder (ADHD) in children and adolescents, Technology Appraisal 98. Review of Technology Appraisal 13. National Institute for Health and Clinical Excellence

[3] Mental Health of Children and young people in Great Britain, 2004; Hazel Green et al.Published by Palgrave MacMillan; Crown Copyright 2005

[4] ADHD in the Schools: Assessment and Intervention Strategies page 21; By George J. DuPaul, Gary D. Stoner; Published by Guilford Press, 2003; ISBN 1593850891, 9781593850890

Attention Deficit Disorder information and Support Service