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

Abstract

Objective:
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.

Method:
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.

Results:
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.

Conclusion:
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
Volume27
Issue number14
DOIs
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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