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

Author

Listed:
  • Holger Domsch

    (Department of Social Work, Muenster University of Applied Studies, 48149 Muenster, Germany)

  • Martina Ruhmland

    (Department of Social Work, Fulda University of Applied Studies, 36037 Fulda, Germany)

  • Ilka Lissmann

    (Department of Social Work, Fulda University of Applied Studies, 36037 Fulda, Germany)

Abstract

(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.

Suggested Citation

  • Holger Domsch & Martina Ruhmland & Ilka Lissmann, 2021. "Knowledge and Feelings of Competence with Regard to ADHD Among Support Staff in All-Day Primary Schools," Sustainability, MDPI, vol. 13(7), pages 1-10, March.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:7:p:3696-:d:524602
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