Differing Perceptions of Children’s Behavioural Issues: A Triadic Perspective from Family, School, and Child

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental condition among school-aged children, characterized by persistent inattention, hyperactivity, and impulsivity that interfere with academic and social functioning. The present study explores perceptual differences among children, parents, and teachers regarding the underlying causes of ADHD symptoms, emphasizing psychosocial and familial dimensions. Conducted across 37 primary and upper primary schools in Dharwad district, Karnataka, the study adopted a descriptive research design and random sampling method with a total sample of 500 participants. Standardized tools such as Conners’ Teacher Rating Scale–Revised (L) and Conners’ Parent Rating Scale–Revised (CPRS-R) were utilized to assess behavioral patterns. The analysis employed descriptive statistics and ANOVA with Tukey’s post-hoc tests to examine intergroup differences.

Findings revealed significant variations among children, parents, and teachers in perceiving the causes of ADHD. Children attributed their symptoms primarily to strained parent–child relationships, emotional neglect, and psychological distress, while teachers emphasized functional changes resulting from family transitions and parental unavailability. Parents recognized their strict disciplinary approaches and marital conflicts as contributing factors. Results also demonstrated that children reported higher mean scores on parent–child relationship and psychological factors than both teachers and parents, indicating their heightened emotional sensitivity and perception of familial stress.

The study highlights the necessity of a holistic, collaborative approach involving parents, teachers, and mental health professionals to understand and manage ADHD more effectively. Enhancing parental emotional responsiveness, promoting teacher–parent communication, and implementing supportive school-based interventions can improve behavioral outcomes and emotional well-being in affected children.