Knowledge and Feelings of Competence with Regard to ADHD Among Support Staff in All-Day Primary Schools

(1) Background: Schools report a high number of schoolchildren with poor attention and hyperactive behavior, 5% being diagnosed deficit/hyperactivity disorder (ADHD). This causes specific problems during homework classroom times, the extension all-day schooling in German primary schools makes this challenge for support staff working after-school programs. Such have very wide variety qualifications, ranging from no formal teacher training to full teaching qualifications. (2) Methods: study documents knowledge 196 about ADHD, their subjective view whether they feel competent regard situations general ADHD particular. (3) Results: Those an educational background significantly more than those without such background, less prepared supervise children there is small but significant correlation here ADHD. (4) Conclusions: The importance trained pedagogical supervision concentration emphasized.