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Understanding Racial Bias in Teacher Ratings of ADHD Symptoms

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Bibliographic Details
Title: Understanding Racial Bias in Teacher Ratings of ADHD Symptoms
Language: English
Authors: Mei-Ki Chan, Caitlyn Chambers, Abbey McClemont, Stephanie Fredrick, Kamonta Heidelburg, Matthew J. Gormley, Chun Chen, Monica E. Romero, Shane R. Jimerson
Source: Communique. 2025 54(2):27-29.
Availability: National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Peer Reviewed: N
Page Count: 3
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Descriptors: Attention Deficit Hyperactivity Disorder, Symptoms (Individual Disorders), Racism, Teacher Attitudes, Minority Group Students, Teacher Characteristics, Student Characteristics, Racial Identification, Cultural Relevance, Cultural Awareness
ISSN: 0164-775X
Abstract: Attention deficit hyperactivity disorder (ADHD) is one of the most frequently diagnosed neurodevelopmental conditions in children and adolescents. When students exhibit symptoms, it is essential for teachers to examine their perceptions and decision-making, including any implicit biases they may hold, when initiating the referral process. Findings from a systematic review suggest that teachers tend to endorse higher levels of ADHD symptoms among Black and Hispanic students compared with White students. Results also provide some evidence that teachers rated students whose racial backgrounds were different from their own as having more severe ADHD symptoms, particularly hyperactivity.
Abstractor: ERIC
Entry Date: 2025
Access URL: https://www.nasponline.org/resources-and-publications/cq-archive
Accession Number: EJ1484434
Database: ERIC
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Abstract:Attention deficit hyperactivity disorder (ADHD) is one of the most frequently diagnosed neurodevelopmental conditions in children and adolescents. When students exhibit symptoms, it is essential for teachers to examine their perceptions and decision-making, including any implicit biases they may hold, when initiating the referral process. Findings from a systematic review suggest that teachers tend to endorse higher levels of ADHD symptoms among Black and Hispanic students compared with White students. Results also provide some evidence that teachers rated students whose racial backgrounds were different from their own as having more severe ADHD symptoms, particularly hyperactivity.
ISSN:0164-775X