Faculty Mentor
Amy Hackney
Location
Russell Union Room 2054
Type of Research
On-going
Session Format
Oral Presentation
College
Jack Averitt College of Graduate Studies
Department
Psychology
Abstract
This study aims to investigate the impact of an empathetic intervention on pre-service teachers to minimize bias against students diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Behaviors typically associated with ADHD, such as inattention and hyperactivity, correspond to two primary categories that teachers identify as disruptive in the classroom (Sun & Shek, 2012). Numerous studies have demonstrated evidence of discrimination in the classroom against students diagnosed with ADHD (Cortnett-Ruiz & Hendricks, 1993; Metzger & Hamilton, 2021). Moreover, teachers frequently report feeling unprepared to support these students and experience increased stress levels (Green et al., 2002; Kirchhoff, 2023). Context-based interventions have successfully sidelined bias by emphasizing professional and situational values over personal beliefs (Okonofua et al., 2022). The present study aims to determine whether the context-based intervention will decrease disciplinary disparities between students with and without an ADHD diagnosis. This study recruited a sample of currently practicing elementary school teachers residing in the United States.
Program Description
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DOI
10.20429/GS4.2026.031
Start Date
4-23-2026 2:30 PM
End Date
4-23-2026 2:45 PM
Recommended Citation
Kortright, Marisa, "Effects of a Context-Based Intervention on Sidelining Teacher Bias Towards Students with Attention-Deficit/Hyperactivity Disorder" (2026). GS4 Student Scholars Symposium. 240.
https://digitalcommons.georgiasouthern.edu/research_symposium/2026/2026/240
Effects of a Context-Based Intervention on Sidelining Teacher Bias Towards Students with Attention-Deficit/Hyperactivity Disorder
Russell Union Room 2054
This study aims to investigate the impact of an empathetic intervention on pre-service teachers to minimize bias against students diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Behaviors typically associated with ADHD, such as inattention and hyperactivity, correspond to two primary categories that teachers identify as disruptive in the classroom (Sun & Shek, 2012). Numerous studies have demonstrated evidence of discrimination in the classroom against students diagnosed with ADHD (Cortnett-Ruiz & Hendricks, 1993; Metzger & Hamilton, 2021). Moreover, teachers frequently report feeling unprepared to support these students and experience increased stress levels (Green et al., 2002; Kirchhoff, 2023). Context-based interventions have successfully sidelined bias by emphasizing professional and situational values over personal beliefs (Okonofua et al., 2022). The present study aims to determine whether the context-based intervention will decrease disciplinary disparities between students with and without an ADHD diagnosis. This study recruited a sample of currently practicing elementary school teachers residing in the United States.
