Abstract
ABSTRACT This study provides a systematic review of previous research about teachers’ gendered perceptions of pupils with diagnoses or symptoms of attention deficit hyperactivity disorder (ADHD). This review was conducted using the databases Scopus, Web of Science and ERIC. Nineteen articles were selected after narrowing down a total of 121 articles, in accordance with inclusion criteria. In sum, previous research concludes that teachers’ identification, assessment and attitudes related to pupils with ADHD diagnoses or symptoms are associated with the pupils’ gender. When pupils exhibit academic, emotional or behavioural difficulties, teachers assess girls’ impairments more severe than boys’ impairments. Nevertheless, teachers are more likely to recommend treatment, counselling and/or medication to boys than to girls. While teachers’ perceptions of pupils’ difficulties are gendered, strategies or methods for teaching pupils with ADHD seem not to be. In the articles included in this review, there are hardly any examples given of gender-sensitive teaching methods. Furthermore, it is concluded that regardless of gender aspects, a deficit perspective dominates in research presented in this article, and it appears that children are held responsible for school difficulties while the school setting is not.
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