Between Creativity and ADHD: The Importance of Teachers’ Perceptions and Attitudes
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Creative students are often recognized as students with concentration issues in the classroom, as creative characteristics are similar to Attention Deficit Hyperactivity Disorder (ADHD) characteristics. They tend to be inattentive and have difficulty staying seated in the classroom due to repetitive activities. They give inventive answers and hold critical views that disrupt the flow of class and are subsequently viewed negatively by their teachers. By holding negative attitudes towards these characteristics, teachers can stunt their creativity and affect their academic performance. A case study was conducted on a high school student (K) who attended an international school in South Korea. His teachers and peers described him as highly creative. However, he believed he had ADHD because of his difficulty focusing on assignments and loss of concentration in class. An in-depth interview questionnaire with five main topics (Attention Level, Completing Assignments, Energy Level, Speech Pattern, and Impulsiveness) was created based on comparing the behavioral similarities and differences of creativity and ADHD. Interviews with this questionnaire were conducted with three of K’s teachers to discover how they viewed and handled his in-class behaviors. In addition, a separate in-depth interview was conducted with K in order to examine how his teachers’ attitudes affected him academically and emotionally during his high school life.
Abstract
Creative students are often recognized as students with concentration issues in the classroom, as creative characteristics are similar to Attention Deficit Hyperactivity Disorder (ADHD) characteristics. They tend to be inattentive and have difficulty staying seated in the classroom due to repetitive activities. They give inventive answers and hold critical views that disrupt the flow of class and are subsequently viewed negatively by their teachers. By holding negative attitudes towards these characteristics, teachers can stunt their creativity and affect their academic performance. A case study was conducted on a high school student (K) who attended an international school in South Korea. His teachers and peers described him as highly creative. However, he believed he had ADHD because of his difficulty focusing on assignments and loss of concentration in class. An in-depth interview questionnaire with five main topics (Attention Level, Completing Assignments, Energy Level, Speech Pattern, and Impulsiveness) was created based on comparing the behavioral similarities and differences of creativity and ADHD. Interviews with this questionnaire were conducted with three of K’s teachers to discover how they viewed and handled his in-class behaviors. In addition, a separate in-depth interview was conducted with K in order to examine how his teachers’ attitudes affected him academically and emotionally during his high school life.
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