Should Teachers Receive Training on ADHD Misconceptions? 

Yes, not just a one-off seminar, but ongoing training that keeps pace with research and reflects real classroom challenges. Teacher training on ADHD misconceptions is essential for creating supportive, fair, and inclusive school environments where children are understood, not misunderstood. 

Common Misconceptions That Training Should Tackle 

“ADHD is just bad behaviour.”  

This fuels stigma and punishment, rather than support. 

“It’s only about hyperactivity.” 

Inattentive types (more common in girls) often go unnoticed or are mislabelled as lazy or dreamy. 

“ADHD means low intelligence.”  

Many children with ADHD are bright and creative; difficulty with focus is not a reflection of cognitive ability. 

“They just need stricter discipline.”  

Behavioural challenges are often symptoms, not defiance. Punishment alone does not address executive dysfunction. 

What Good Training Looks Like 

Effective teacher training should go beyond definitions. It should: 

• Promote bias reduction by unpacking cultural and gendered assumptions 

• Include classroom strategies for managing focus, transitions, and sensory needs 

• Clarify when to refer and when not to 

• Encourage partnerships with families and health professionals 

Conclusion 

When teachers understand ADHD, they become powerful allies in spotting it early, supporting it wisely, and avoiding unnecessary or premature labels. 

Visit providers like ADHD Certify for access to school-based training and classroom toolkits.

For a deeper dive into ADHD diagnosis and treatment, read our complete guide to Mislabelling Behavioral Issues as ADHD.