Caring, Control, and Accountability: Reasons Behind Teachers' Participation in the Medicalization of Attention Deficit Hyperactivity Disorder–Related Behaviors

• In Event: Health and Well-Being in the School Setting: Multiple Perspectives on Supporting Students and Teachers

Abstract

Schools collaborate with the public health institutions, and teachers are mandated to screen for potential mental problems in their students. The case of Attention Deficit Hyperactivity Disorder (ADHD) puts that role in evidence. Our main objective is to explore the reasons underlying teachers’ actions regarding the medicalization of ADHD-behaviors in elementary school children. The results showed that teachers participate in a great variety of actions before, during and after the clinical evaluation for ADHD. Teacher willingness to contribute to the medicalization process results from teachers a) caring about their students and wishing to improve their well-being; b) seeking to control students’ behaviors and their consequences, and c) feeling accountable for their teacher’s role as disorder spotter and their students’ success.

Authors

• Marie-Christine Brault, Université du Québec à Chicoutimi

• Emma Degroote, Ghent University