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ADHD symptoms and the teacher–student relationship: a systematic review of literature
Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).ORCID-id: 0000-0003-1027-0269
2019 (engelsk)Inngår i: Emotional and Behavioural Difficulties, ISSN 1363-2752, E-ISSN 1741-2692, Vol. 24, nr 2, s. 136-155Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

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 methodicalchoices were considered in understanding the literature and consideringpossible research areas. The methods used in the reviewed literatureshow that investigations in this research field have predominantly usedquantitative 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 theirnon-ADHD peers, which agrees with the teachers’ perceptions. Thus,teachers experience less emotional closeness, less co-operation andmore conflicts in their relations with their students with ADHD thanwith other students. Teachers’ rejection of ADHD students poses a riskfactor for not only school failure, but also peer exclusion and rejection,leading to low self-esteem and loneliness.

sted, utgiver, år, opplag, sider
London: Taylor & Francis Group, 2019. Vol. 24, nr 2, s. 136-155
Emneord [en]
ADHD, school settings, systematic review, teacher–student relationship
HSV kategori
Identifikatorer
URN: urn:nbn:se:hkr:diva-19772DOI: 10.1080/13632752.2019.1597562OAI: oai:DiVA.org:hkr-19772DiVA, id: diva2:1343154
Forskningsfinansiär
Swedish Research Council, 2017-06039Tilgjengelig fra: 2019-08-15 Laget: 2019-08-15 Sist oppdatert: 2019-08-15bibliografisk kontrollert

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