ADHD Symptoms and the Teacher-Student Relationship: A Systematic Literature Review

Autor/in	Ewe, Linda Plantin
Titel	ADHD Symptoms and the Teacher-Student Relationship: A Systematic Literature Review
Quelle	In: Emotional & Behavioural Difficulties, 24 (2019) 2, S.136-155 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ewe, Linda Plantin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2019.1597562
Schlagwörter	Symptoms (Individual Disorders); Attention Deficit Hyperactivity Disorder; Teacher Student Relationship; Attachment Behavior; Student Attitudes; Teacher Attitudes; Conflict; Cooperation; Risk; Self Esteem; Psychological Patterns; Academic Failure; Inclusion; Elementary School Students; Secondary School Students; High School Students; High School Teachers; Elementary School Teachers; Secondary School Teachers + Suchen Sie Ihr Suchwort? Psychiatrische Symptomatik; Teacher student relationships; Lehrer-Schüler-Beziehung; Attachment; Bindungsverhalten; Schülerverhalten; Lehrerverhalten; Konflikt; Co-operation; Kooperation; Risiko; Self-esteem; Selbstaufmerksamkeit; Inklusion; Sekundarschüler; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01