Author Information
Dewinta Ariani, Universitas Negeri Jakarta, IndonesiaIriani Indri Hapsari, Universitas Negeri Jakarta, Indonesia
Kahfi Hizbullah, Universitas Negeri Jakarta, Indonesia
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder in children, marked by inattention, hyperactivity, and impulsivity. These symptoms affect not only academic performance but also social functioning and emotional well-being. Teachers play a key role in early identification and classroom support for students with ADHD. However, limited research in Indonesia has examined teachers’ understanding of this condition, not only in terms of their knowledge, but also their attitudes toward students with ADHD. This study investigates the knowledge and attitudes of school teachers towards ADHD, as well as their classroom responses. Using semi-structured interviews and purposive sampling, data were collected from 41 teachers across various schools. Findings show that while many teachers can identify behavioral signs associated with ADHD, most are unsure about appropriate interventions or next steps. In addition, teachers’ attitudes and responses sometimes reflect uncertainty or hesitation, and sometimes not aligned with the specific needs of children with ADHD, which may hinder the creation of a fully inclusive and supportive learning environment. The lack of training and resources contributes to inconsistent support, negative labeling, and delayed intervention. This study highlights the urgent need for comprehensive teacher training and supportive school policies to enhance understanding, improve responses, and foster a more inclusive learning experience for students with ADHD.
Paper Information
Conference: ACE2025Stream: Education & Difference: Gifted Education
This paper is part of the ACE2025 Conference Proceedings (View)
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To cite this article:
Ariani D., Hapsari I., & Hizbullah K. (2026) Knowledge and Attitudes Toward ADHD: A Qualitative Exploration of Indonesian Teachers’ Perspectives ISSN: 2186-5892 – The Asian Conference on Education 2025: Official Conference Proceedings (pp. 1309-1320) https://doi.org/10.22492/issn.2186-5892.2026.101
To link to this article: https://doi.org/10.22492/issn.2186-5892.2026.101
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