Shire ADHD at School Survey
A survey of UK primary and secondary school teachers on behalf of Shire exploring experiences and attitudes related to ADHD in children at school.
  • Nine in ten (89%) report currently or previously teaching pupils diagnosed with ADHD
  • Around seven in ten agree it has a significant impact on a child or student's overall life chances (72%) and those with ADHD perform worse at school (68%).
  • However, a fifth (19%) report feeling uninformed about ADHD and more than four in five (83%) say they are concerned about the negative impact of teaching someone with ADHD on their ability to run lessons and teach all those in the class.
  • The majority (70%) say Special Education Needs Coordinators have the most responsibility for informing teachers about what to do if they think a child or student they teach has ADHD.
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Date Published
02/08/2017
Client
Shire Pharmaceuticals
Methodology
ComRes interviewed 803 currently employed teachers equally split across primary and secondary schools online between 8th and 22nd August 2017.
Please note that 'primary school teachers' refer to those that teach at a primary academy, first, junior, primary, middle or specialist school, while 'secondary school teachers' refer to those who teach at a secondary academy, middle, secondary, sixth form or specialist school.
Please also note that 'senior teachers' refer to those who self-define as a headteacher, principle, deputy headteacher, assistant headteacher or a senior management team member. 'Advanced teachers' refer to those who self-define as a post threshold teacher (UPS), advanced skills teacher (AST), excellent teacher (ET), chartered teacher, head of department or head of faculty. 'Standard teachers' refer to those who self-define as a main professional grade teacher.  

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