Teachers influence the academic development of children as early as the age of six years, when children have an idea of the expectations teachers have of their academic outcome. Good and Brophy’s research showed that teachers may give less attention and praise to lower-achieving children, although nowadays it is likely that teachers in the UK would contest this point. Jones suggested that teachers’ attitudes towards children with attention deficit hyperactivity disorder (ADHD) may influence their interactions with them. In the USA, Hepperlen et al measured the attitudes and expectations toward 103 elementary school children using the Knowledge about ADHD (KADD) questionnaire. This questionnaire uses the ‘error-choice’ method for the indirect assessment of knowledge and attitudes. The study suggested that the average teacher experiences tension when approaching a child with ADHD, and has a ‘slightly positive attitude’ towards them.