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ERIC Number: EJ1218589
Record Type: Journal
Publication Date: 2019
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1363-2752
ADHD Symptoms and the Teacher-Student Relationship: A Systematic Literature Review
Ewe, Linda Plantin
Emotional & Behavioural Difficulties, v24 n2 p136-155 2019
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Elementary Education; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A