What are teachers’ attitudes towards pupils with ADHD in mainstream schools in Arab countries, and what is their level of knowledge of the condition?

Abstract

Attention deficit hyperactivity disorder (ADHD) is a developmental disorder which affects 5% of children and adults and is underdiagnosed in many countries. The procedure of access to care for this condition is complex and variable in many countries. Teachers can play a significant role in identifying and supporting students with (ADHD). Previous studies in Arab countries have highlighted the existence of barriers to recognition, such as (lack of training or lack of resources), which prevented access to care for those pupils with the condition, which may in turn affect the diagnosing rate. In this paper, a systematic review method was used to explore teachers’ knowledge of the condition and their attitude towards pupils with ADHD in mainstream schools. The review included 12 studies in Arab countries. The main finding was that mainstream teachers need more training courses to improve their knowledge of ADHD to facilitate a successful policy of inclusion. The study identified some obstacles, which according to teachers needed closer, practical attention by Arab Ministries of Education. Of these, lack of support, inflexible curriculum and classroom overcrowding.