Influences on pre-service teachers’ intention to use classroom management strategies for students with ADHD: A model analysis

Abstract

Students with ADHD often feel mistreated at school, receive low grades, and can have low socioeconomic statuses as adults. Evidenced-based classroom management strategies (CMS) are effective in minimizing ADHD-related issues in schools, but have not found their way into practice. 1086 pre-service teachers completed an online survey on direct experiences, social influences, individual differences, attitude, and intention to use CMS. We examined which variables mostly influenced the intention to use CMS. Pre-service teachers’ attitude towards CMS was the most important influencing factor, and knowledge most significantly influenced attitudes towards CMS. Attitude towards CMS need to be changed to increase the probability pre-service teachers will use effective CMS. Additionally, education for teachers should include information on CMS.