ADHD symptoms and the teacher-student relationship : a systematic literature review

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ADHD symptoms and the teacher-student relationship : a systematic literature review

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Publication Article, review peer-reviewed scientific
Title ADHD symptoms and the teacher-student relationship : a systematic literature review
Author Plantin Ewe, Linda
Date 2019
English abstract
This systematic review integrates the existing literature regarding relationships that students with attention-deficit/hyperactivity disorder (ADHD) have with their teachers, in mainstream inclusive primary, secondary and high school settings. Theoretical approaches and methodical choices were considered in understanding the literature and considering possible research areas. The methods used in the reviewed literature show that investigations in this research field have predominantly used quantitative surveys. Several theoretical approaches have been used, with attachment theory the most-prominent. The findings indicate students with ADHD generally feel less close to their teacher than do their non-ADHD peers, which agrees with the teachers' perceptions. Thus, teachers experience less emotional closeness, less co-operation and more conflicts in their relations with their students with ADHD than with other students. Teachers' rejection of ADHD students poses a risk factor for not only school failure, but also peer exclusion and rejection, leading to low self-esteem and loneliness.
DOI https://doi.org/10.1080/13632752.2019.1597562 (link to publisher's fulltext.)
Link https://www.tandfonline.com/doi/full/10.1080/13632752.2019.1597562 .Icon
Publisher Taylor & Francis
Host/Issue Emotional and Behavioural Difficulties;2
Volume 24
ISSN 1363-2752
Language eng (iso)
Subject ADHD
school settings
systematic review
teacher-student relationship
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/30235 Permalink to this page
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