Attention Deficit Hyperactivity Disorder (ADHD): Cypriot elementary school teachers’ knowledge, attitudes and in-service training (INSET)

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common and controversial lifelong disorders. According to the fifth edition of the DSM criteria (APA, 2013), the prevalence of school-age children with ADHD is approximately 5.0%. This suggests that in each typical classroom of around 20 children one child is diagnosed with ADHD (Ohan et al., 2011; Farrar, 2011). Therefore, the likelihood of teachers having a diagnosed or undiagnosed child in their classroom is high (Anderson et al., 2012). This paper briefly presents the research methodology and reflects on the findings of a PhD study, conducted in the educational context of Cyprus. The study explored Cypriot elementary school teachers’ knowledge of ADHD and their attitudes towards the instruction of children with ADHD and current INSET. The identification of teachers’ prior INSET experiences, their expectations and recommendations regarding future INSET was part of the investigation. Considering the overall findings of the study, identified needs and participants’ recommendations, several implications are offered for teacher INSET provision.