Yumi Lee

Teachers’ accuracy in identifying ADHD status and their intended classroom management strategies for students with and without ADHD: a vignette study in South-Korea and Germany

results Within a culture, 68.20% of Korean and 48.90% of German teachers were able to correctly identify attention deficit hyperactivity disorder (ADHD) status. Teachers in both countries intend to use emotional support the most, followed by proactive strategies. Across cultures, a significant difference was found between Korean and German teachers with regard to their accuracy in identifying students’ ADHD status. Korean teachers showed higher accuracy than German teachers. Significant differences between the two countries were also observed regarding teachers’ intentions of using corrective and proactive strategies. Korean teachers use more corrective strategies, and German teachers use more proactive strategies. Regarding emotional support, no significant differences were found between Korean and German teachers.