hkr.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
ADHD symptoms and the teacher–student relationship: a systematic review of literature
Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).ORCID iD: 0000-0003-1027-0269
2019 (English)In: Emotional and Behavioural Difficulties, ISSN 1363-2752, E-ISSN 1741-2692, Vol. 24, no 2, p. 136-155Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
London: Taylor & Francis Group, 2019. Vol. 24, no 2, p. 136-155
Keywords [en]
ADHD, school settings, systematic review, teacher–student relationship
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:hkr:diva-19772DOI: 10.1080/13632752.2019.1597562OAI: oai:DiVA.org:hkr-19772DiVA, id: diva2:1343154
Funder
Swedish Research Council, 2017-06039Available from: 2019-08-15 Created: 2019-08-15 Last updated: 2019-08-15Bibliographically approved

Open Access in DiVA

fulltext(1751 kB)26 downloads
File information
File name FULLTEXT01.pdfFile size 1751 kBChecksum SHA-512
42ba6c0d99e8a14d806685ae62626e28a99aa8823126136f0cbd79bad1e5f9c18ce42c3cc49810a39a5dc784978da8ab94115ed69ce25bcab39d3e21a166d5b7
Type fulltextMimetype application/pdf

Other links

Publisher's full text

Search in DiVA

By author/editor
Plantin Ewe, Linda
By organisation
Forskningsmiljön Forskning Relationell Pedagogik (FoRP)
In the same journal
Emotional and Behavioural Difficulties
Pedagogical Work

Search outside of DiVA

GoogleGoogle Scholar
Total: 26 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 213 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf