Teacher gender bias in the recognition of ADHD symptoms: a study with Irish teachers
Authors
Hughes, Joanna
Issue Date
2024-03
Degree
Higher Diploma in Psychology
Publisher
Dublin Business School
Rights holder
Rights
Abstract
This study endeavoured to investigate levels of gender bias among Irish teachers in the recognition of ADHD symptoms. Four potential influencing factors on levels of gender bias were also explored. These factors included: teacher knowledge of ADHD, teacher self-efficacy, experience teaching students with ADHD and participation in continuous professional development about ADHD. For this quantitative study, a cross-sectional, non-manipulative approach was taken, with participating teachers (n=100) engaging with an anonymous online questionnaire. The results indicated that there were significant levels of gender bias among participants towards the recognition of ADHD symptoms in boys. Significant negative relationships were also recorded between gender bias and teacher knowledge of ADHD, gender bias and teacher self-efficacy and gender bias and participation in continuous professional development about ADHD. These findings provide support for previous research carried out in the field, as well as the emerging picture of the under diagnosis of girls with ADHD in Ireland.