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Influences on Teachers’ Intention to Apply Classroom Management Strategies for Students with ADHD: A Model Analysis
Article

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

1
Department of Social Work, Muenster University of Applied Studies, 48149 Muenster, Germany
2
Department of Social Work, Fulda University of Applied Studies, 36037 Fulda, Germany
*
Author to whom correspondence should be addressed.
Academic Editor: Carlos Salavera
Sustainability 2021, 13(7), 3696; https://doi.org/10.3390/su13073696
Received: 17 February 2021 / Revised: 12 March 2021 / Accepted: 15 March 2021 / Published: 26 March 2021
(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. View Full-Text
Keywords: ADHD; primary school; after-school program; homework ADHD; primary school; after-school program; homework
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MDPI and ACS Style

Domsch, H.; Ruhmland, M.; Lissmann, I. Knowledge and Feelings of Competence with Regard to ADHD Among Support Staff in All-Day Primary Schools. Sustainability 2021, 13, 3696. https://doi.org/10.3390/su13073696

AMA Style

Domsch H, Ruhmland M, Lissmann I. Knowledge and Feelings of Competence with Regard to ADHD Among Support Staff in All-Day Primary Schools. Sustainability. 2021; 13(7):3696. https://doi.org/10.3390/su13073696

Chicago/Turabian Style

Domsch, Holger, Martina Ruhmland, and Ilka Lissmann. 2021. "Knowledge and Feelings of Competence with Regard to ADHD Among Support Staff in All-Day Primary Schools" Sustainability 13, no. 7: 3696. https://doi.org/10.3390/su13073696

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