Does students’ ADHD diagnosis affect teachers’ school-track decisions? An experimental study

With a sample of N  = 46 in-service and pre-service teachers, we examined whether the labeling of primary-school students as having ADHD would affect teachers’ recommendations for a school track in secondary school. Student vignettes were used to mimic real students. Student gender, their GPA—sugges...

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Bibliographic Details
Published in:European journal of psychology of education 2024-09, Vol.39 (3), p.3047-3069
Main Authors: Klapproth, Florian, Brink, Cyrielle
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement tests
Antisocial Behavior
Asthma
Attention deficit hyperactivity disorder
Behavior
Behavior Problems
Child Rearing
Children & youth
Classroom Techniques
Classrooms
Conceptual Tempo
Depression (Psychology)
Education
Educational Psychology
Elementary School Teachers
Females
Gender Differences
Hyperactivity
Impulsivity
Knowledge
Labeling (of Persons)
Learning
Males
Mental disorders
Pedagogic Psychology
Peers
Preservice teachers
Rejection (Psychology)
Secondary Education
Secondary schools
Social Development
Stereotypes
Student Behavior
Student Characteristics
Student Evaluation
Students
Teacher Characteristics
Teacher Expectations of Students
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Summary:With a sample of N  = 46 in-service and pre-service teachers, we examined whether the labeling of primary-school students as having ADHD would affect teachers’ recommendations for a school track in secondary school. Student vignettes were used to mimic real students. Student gender, their GPA—suggested by their last school report in primary school, their school-related behavior, and whether they were labeled as having ADHD or not were orthogonally varied. Students were more likely to be recommended for the highest track when their GPA indicated higher achievements and when their behavior was appropriate. Moreover, evidence was found that teachers applied gender stereotypes when making school-placement recommendations. When the students were high-achieving boys, their behavior mattered to a lower degree than when the students were high-achieving girls. However, the labeling of students as having ADHD did not affect teachers’ decisions. Hence, the participants of this study were not prone to stereotyping students according to their label. Implications of the results were discussed.
ISSN:0256-2928
1878-5174
DOI:10.1007/s10212-024-00795-9