Does Students' ADHD Diagnosis Affect Teachers' School-Track Decisions? An Experimental Study

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  • Author(s): Florian Klapproth (ORCID Florian Klapproth (ORCID 0000-0002-4598-837X); Cyrielle Brink
  • Language:
    English
  • Source:
    European Journal of Psychology of Education. 2024 39(3):3047-3069.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      23
    • Education Level:
      Elementary Education
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Attention Deficit Hyperactivity Disorder; Student Placement; Elementary School Students; Teachers; Preservice Teachers; Student Behavior; Grade Point Average; Track System (Education); Sex Stereotypes; Gender Differences; Teacher Attitudes
    • Accession Number:
      10.1007/s10212-024-00795-9
    • ISSN:
      0256-2928
      1878-5174
    • Abstract:
      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.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1439311