Use of School-Based Interventions for ADHD, Professional Support, and Burnout Symptoms among Teachers in Iceland

Erla Karlsdóttir*, Bergljót Gyða Guðmundsdóttir, Berglind Sveinbjörnsdóttir

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review


Effective school-based interventions for youth with ADHD are critical to their success. We examined whether teacher application of such interventions and perceptions of professional support related to greater well-being, including fewer burnout symptoms.

Teachers in primary schools in Iceland were invited to participate in an online survey, including questions about professional support and the Maslach Burnout Inventory (MBI). The sample comprised N = 592 (88.5% female) participants.

Regression analyses indicated that use of recommended ADHD interventions was positively associated with MBI-Personal Achievement (PA). Greater satisfaction with professional support related to lower MBI-Emotional Exhaustion and MBI-Depersonalization, and higher MBI-PA. Level of professional support was positively associated with use of recommended interventions.

Effective interventions and support for students with ADHD may enhance teacher well-being. Icelandic teachers require further training and professional support in best practices for ADHD, to help promote teacher and student success.
Original languageEnglish
Pages (from-to)1583-1595
Number of pages13
JournalJournal of Attention Disorders
Issue number14
Publication statusPublished - Dec 2023

Bibliographical note

Publisher Copyright:
© The Author(s) 2023.

Other keywords

  • ADHD
  • behavioral interventions
  • school-age children
  • teacher burnout
  • teachers

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