“Don’t judge, listen to their story”: A narrative study on an elementary school teacher’s experiences in supporting children with special attention needs

Gupi Rohman Nurmansyah, Effy Mulyasari, Ikmal Redzuan, Dinn Wahyudin

Abstract

This study interpreted and navigated the experiences of a teacher providing an inclusive approach to children in elementary school who required special attention. The study was motivated by the increasing cases of mental health issues among elementary school-aged children, which adversely affect various aspects of their lives. The gap between teachers' knowledge related to children's psychological problems is an important substance that deserves to be explored, because research like this is still rarely carried out. This research did not judge the rightness or wrongness of a teacher’s actions but prioritized the value of care in this exploration. Through a narrative inquiry, the study explored how a elementary school teacher’s care and experience manifested in attending to children exhibiting psychological symptoms influencing their behavior at school. The findings focused on the interpretation of narratives constructed by the teacher. Behaviors perceived as ‘naughty,’ hyperactive, anxious, or attention-seeking were understood as accumulations of family background factors. Hence, what was needed was not judgment but the teacher’s ability to dedicate time to listen to the child’s story and provide an inclusive approach. Psychological competence was not the foremost concern; rather, it was the teacher’s willingness and high level of care, demonstrated through actions aimed at helping students reach their optimal performance in life. Due to the research limitations, the findings recommend long-term studies involving multiple participants from diverse backgrounds for further exploration.

Keywords

Elementary School; Elementary School Teacher; Narrative Inquiry; Teacher Experience

Full Text:

Fulltext PDF

References

Abakah, E. (2023). Teacher learning from continuing professional development (CPD) participation: A sociocultural perspective. International Journal of Educational Research Open, 4(April), 100242. https://doi.org/10.1016/j.ijedro.2023.100242

Aldabbagh, R., Glazebrook, C., Sayal, K., & Daley, D. (2024). Systematic review and meta-analysis of the effectiveness of teacher delivered interventions for externalizing behaviors. Journal of Behavioral Education (Vol. 33, Issue 2). Springer US. https://doi.org/10.1007/s10864-022-09491-4

Alsahli, K. M. S. (2023). The role of the elementary school teacher in building the value system of students from the perspective of pedagogical supervisors. Journal of Educational and Social Research, 13(2), 251–269. https://doi.org/10.36941/jesr-2023-0048

Alshehri, A. M., Shehata, S. F., Almosa, K. M., & Awadalla, N. J. (2020). Schoolteachers’ knowledge of attention-deficit/hyperactivity disorder—current status and effectiveness of knowledge improvement program: A randomized controlled trial. International Journal of Environmental Research and Public Health, 17(15), 1–10. https://doi.org/10.3390/ijerph17155605

Ambon, J., Alias, B. S., Komariah, A., & Mansor, A. N. (2020). The Impact of Continuous Professional Development on Professional Skepticism. Journal of Auditing Research, 13(6), 3838–3847. https://doi.org/10.11591/ijere.v13i6.30427

Amel, A. K., Rahnamaei, H., & Hashemi, Z. (2018). Social support and self ‑ care behavior study. Journal of Education and Health Promotion, 1(January), 1–6. https://doi.org/10.4103/jehp.jehp

Angraeni, A., & Yusuf, F. N. (2022). Psychologically ready? Cases of EFL elementary school teachers’ readiness to teach English in Indonesia. Mimbar Sekolah Dasar, 9(2), 352–366. https://doi.org/10.53400/mimbar-sd.v9i2.49815

Argaw, D., Hussen Kabthymer, R., Endale, T., Wudneh, A., Daniel Meshesha, M., Tadesse Hirbu, J., Bayisa, Y., Abebe, L., Tilahun, R., Aregawi, S., Lodebo Funga, M., Wodaynew, T., Demisse, B., Cherinet Eritero, A., Getachew Assefa, D., Daganchew Zeleke, E., Mengistu, N., Temesgen Alemu, K., & Molla, W. (2022). Stunting and associated factors among primary school children in Ethiopia: School-based cross-sectional study. International Journal of Africa Nursing Sciences, 17(November 2021), 100451. https://doi.org/10.1016/j.ijans.2022.100451

Arun, P., Chavan, B. S., Bhargava, R., Sharma, A., & Kaur, J. (2013). Prevalence of specific developmental disorder of scholastic skill in school students in Chandigarh, India. Indian Journal of Medical Research, 138(JUL 2013), 89–98.

Assali, M. A. (2024). The power of a smile: exploring the connection between teacher facial expressions and ESL learning. Journal of Ecohumanism, 3(7), 1517–1524. https://doi.org/10.62754/joe.v3i7.4316

Beetz, J. (2016). Materiality and subject in marxism, (post-) Structruralism and material semiotics. SAGE Publications Ltd.

Bessell, S. (2022). Rethinking child poverty. Journal of Human Development and Capabilities, 23(4), 539–561. https://doi.org/10.1080/19452829.2021.1911969

Bifulco, A. (2021). Childhood trauma in women and fragmented interview narrative – some interdisciplinary methodological and clinical implications. East European Journal of Psycholinguistics. 8 (1), 12-27. https://doi.org/10.29038/eejpl.2021.8.1.bif

Burchell, A. (2018). In loco parentis, corporal punishment and the moral economy of discipline in english schools, 1945–1986. Cultural and Social History, 15(4), 551–570. https://doi.org/10.1080/14780038.2018.1518562

Burns, J. R. (2021). Towards best practice in school management of students with depressive disorders. Journal of Psychologists and Counsellors in Schools, 31(2), 246–259. https://doi.org/10.1017/jgc.2021.4

Butera, F., Batruch, A., Autin, F., Mugny, G., Quiamzade, A., & Pulfrey, C. (2021). Teaching as social influence: empowering teachers to become agents of social change. Social Issues and Policy Review, 15(1), 323–355. https://doi.org/10.1111/sipr.12072

Clandinin, D. J. (2016). Engaging in narrative inquiry. Engaging in Narrative Inquiry. Rouletge. https://doi.org/10.4324/9781315429618

Clandinin, D. J., Pushor, D., & Orr, A. M. (2007). Navigating sites for narrative inquiry. Journal of Teacher Education, 58(1), 21–35. https://doi.org/10.1177/0022487106296218

Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. In Educational Researcher (Vol. 19, Issue 5, pp. 2–14). https://doi.org/10.3102/0013189X019005002

Connolly, A., Giles-Kaye, A., Smith, A., Dawson, G., Smith, R., Darling, S., Oberklaid, F., & Quach, J. (2024). Barriers to supporting children’s mental health in Australian primary schools: Perspectives of school staff. Mental Health and Prevention, 33(January), 200323. https://doi.org/10.1016/j.mhp.2024.200323

Cortina, M. A., Fazel, M., Hlungwani, T. M., Kahn, K., Tollman, S., Cortina-Borja, M., & Stein, A. (2013). Childhood psychological problems in school settings in rural Southern Africa. PloS One, 8(6), e65041. https://doi.org/10.1371/journal.pone.0065041

Crnic, K., & Lin, B. (2021). Depression in children’s lives. Cambridge University Press. https://doi.org/DOI: 10.1017/9781108887144

Czéh, B., & Nagy, S. A. (2018). Clinical findings documenting cellular and molecular abnormalities of glia in depressive disorders. Frontiers in Molecular Neuroscience, 11(February), 1–16. https://doi.org/10.3389/fnmol.2018.00056

Danielson, M. L., Claussen, A. H., Bitsko, R. H., Katz, S. M., Newsome, K., Blumberg, S. J., Kogan, M. D., & Ghandour, R. (2024). ADHD prevalence among U.S. Children and adolescents in 2022: Diagnosis, severity, co-occurring disorders, and treatment. Journal of Clinical Child and Adolescent Psychology, 53(3), 343–360. https://doi.org/10.1080/15374416.2024.2335625

Däschle, J., Hofmann, C., Wernicke, J., Ziegenhain, U., Montag, C., & Kiefer, M. (2023). The relationship between parenting behavior and the personality of kindergarten children. Frontiers in Psychology, 14(February), 1–9. https://doi.org/10.3389/fpsyg.2023.1048391

David, T. J., Schafheutle, E. I., McConnell, P., & Quirk, H. (2020). Student discipline. the construction and use of warnings concerning past behaviour. Health Professions Education, 6(4), 490–500. https://doi.org/10.1016/j.hpe.2020.08.001

Del Casale, A., Zocchi, C., Kotzalidis, G. D., Fiaschè, F., & Girardi, P. (2021). Prevention of depression in children, adolescents, and young adults: The role of teachers and parents. Psychiatry International, 2(3), 353–364. https://doi.org/10.3390/psychiatryint2030027

Del Giudice, M. (2018). Evolutionary psychopathology: A unified approach (p. 0). Oxford University Press. https://doi.org/10.1093/med-psych/9780190246846.003.0014

Devi, A., & Kavya, G. (2023). Dysgraphia disorder forecasting and classification technique using intelligent deep learning approaches. Progress in Neuro-Psychopharmacology and Biological Psychiatry, 120, 110647. https://doi.org/10.1016/j.pnpbp.2022.110647

Dias P, Veríssimo L, Carneiro A, Figueiredo B (2022). Academic achievement and emotional and behavioural problems: The moderating role of gender. Clinical Child Psychology and Psychiatry. 27(4):1184-1196. doi:10.1177/13591045211059410

Dicu, A. (2024). The family environment of children with divorced parents and their emotional disturbances. Anthropological Researches and Studies, 14(1), 438–451. https://doi.org/10.26758/14.1.29

Dietz, L. J., Silk, J., & Amole, M. (2019). Oxford handbooks online depressive disorders description, prevalence, developmental course, and comorbidity (Issue January). https://doi.org/10.1093/oxfordhb/9780190634841.013.19

Dik, B. J., & Duffy, R. D. (2009). Calling and vocation at work: definitions and prospects for research and practice. The Counseling Psychologist, 37(3), 424–450. https://doi.org/10.1177/0011000008316430

Drechsler, R., Brem, S., Brandeis, D., Grünblatt, E., Berger, G., & Walitza, S. (2020). ADHD: Current concepts and treatments in children and adolescents. Neuropediatrics, 51(5), 315–335. https://doi.org/10.1055/s-0040-1701658

El Outa, F., Marcel, P., Peralta, V., da Silva, R., Chagnoux, M., & Vassiliadis, P. (2022). Data narrative crafting via a comprehensive and well-founded process BT - Advances in databases and information systems (S. Chiusano, T. Cerquitelli, & R. Wrembel (eds.); pp. 347–360). Springer International Publishing. https://doi.org/10.1007/978-3-031-15740-0_25

Erikson, H E. (1985). Childhood and Society. W W Norton & Company.

Ferrara, P., Franceschini, G., Villani, A., & Corsello, G. (2019). Physical, psychological and social impact of school violence on children. Italian Journal of Pediatrics, 45(1), 1–4. https://doi.org/10.1186/s13052-019-0669-z

Filatova, E. V., Shadrina, M. I., & Slominsky, P. A. (2021). Major depression: One brain, one disease, one set of intertwined processes. Cells, 10(6). https://doi.org/10.3390/cells10061283

Frei-Landau, R. (2024). Teachers as caregivers of grieving children in school in the post-COVID-19 era: using the self-determination theory to conceptualize teachers’ needs when supporting grieving children’s mental health. Frontiers in Pediatrics, 12(May), 1–8. https://doi.org/10.3389/fped.2024.1320106

Fuermaier, A. B. M., Tucha, L., Butzbach, M., Weisbrod, M., Aschenbrenner, S., & Tucha, O. (2021). ADHD at the workplace: ADHD symptoms, diagnostic status, and work-related functioning. Journal of Neural Transmission, 128(7), 1021–1031. https://doi.org/10.1007/s00702-021-02309-z

Gierczyk, M., & Pfeiffer, S. I. (2021). The impact of school environment on talent development: a retrospective view of gifted british and polish college students. Journal of Advanced Academics, 32(4), 567–592. https://doi.org/10.1177/1932202X211034909

Giles-Kaye, A., Quach, J., Oberklaid, F., O’Connor, M., Darling, S., Dawson, G., & Connolly, A. S. (2023). Supporting children’s mental health in primary schools: a qualitative exploration of educator perspectives. Australian Educational Researcher, 50(5), 1281–1301. https://doi.org/10.1007/s13384-022-00558-9

Goleman, D. (2006). Emotional Intelligence. Bantam Books.

Golombek, P. R., & Johnson, K. E. (2004). Narrative inquiry as a mediational space: Examining emotional and cognitive dissonance in second-language teachers’ development. Teachers and Teaching: Theory and Practice, 10(3), 307–327. https://doi.org/10.1080/1354060042000204388

Gomez, R. (2016). ADHD and hyperkinetic disorder symptoms in australian adults: descriptive scores, incidence rates, factor structure, and gender invariance. Journal of Attention Disorders, 20(4), 325–334. https://doi.org/10.1177/1087054713485206

Goodman, J. F. (2021). Should schools be in loco parentis? Cautionary thoughts. Ethics and Education, 16(4), 407–423. https://doi.org/10.1080/17449642.2021.1970907

Graham, L. J., White, S. L. J., Cologon, K., & Pianta, R. C. (2020). Do teachers’ years of experience make a difference in the quality of teaching? Teaching and Teacher Education, 96, 103190. https://doi.org/10.1016/j.tate.2020.103190

Grande, A. J., Hoffmann, M. S., Evans-Lacko, S., Ziebold, C., de Miranda, C. T., Mcdaid, D., Tomasi, C., & Ribeiro, W. S. (2023). Efficacy of school-based interventions for mental health problems in children and adolescents in low and middle-income countries: A systematic review and meta-analysis. Frontiers in Psychiatry, 13(January). https://doi.org/10.3389/fpsyt.2022.1012257

Granger, K. L., Chow, J. C., McLean, L., Vallarta, N., Dear, E., & Sutherland, K. S. (2024). The relation between classroom adversity and students’ problem behavior as a function of teachers’ emotional support. Behavioral Disorders, 49(4), 207–221. https://doi.org/10.1177/01987429231221498

Granone, F., & Pollarolo, E. (2024). Facilitating children’s communication in problem-solving activities with a coding toy: teachers’ semiotic mediation in early childhood education and care. Frontiers in Psychology, 15(January). https://doi.org/10.3389/fpsyg.2024.1426165

Gulliver, A., Louise, F., Kylie, B., Kathina, A., Annika, H., Natasha, K., & and Griffiths, K. M. (2018). University staff experiences of students with mental health problems and their perceptions of staff training needs. Journal of Mental Health, 27(3), 247–256. https://doi.org/10.1080/09638237.2018.1466042

Haft, S. L., Greiner de Magalhães, C., & Hoeft, F. (2023). A systematic review of the consequences of stigma and stereotype threat for individuals with specific learning disabilities. Journal of Learning Disabilities, 56(3), 193–209. https://doi.org/10.1177/00222194221087383

Han, W. (2025). Dyscalculia and dyslexia in school-aged children: comorbidity, support, and future prospects. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1515216

Hancock, P. A., Kaplan, A. D., MacArthur, K. R., & Szalma, J. L. (2020). How effective are warnings? A meta-analysis. Safety Science, 130(May), 1–14. https://doi.org/10.1016/j.ssci.2020.104876

Hattersley, E. (2023). “When I feel like I can make a difference, it’s amazing”: using IPA to explore primary school teachers’ experiences of children’s mental health in the United Kingdom. Educational Psychology in Practice, 39(2), 235–251. https://doi.org/10.1080/02667363.2023.2189691

Heubeck, B. G., Welvaert, M., & Richardson, A. (2023). Situation-specific outcomes (Home Situations Questionnaire) in a randomized controlled trial of individual versus group parent training for children with Hyperkinetic Disorder/Attention-deficit Hyperactivity Disorder. British Journal of Clinical Psychology, 62(2), 372–391. https://doi.org/10.1111/bjc.12413

Hoeboer, C., de Roos, C., van Son, G. E., Spinhoven, P., & Elzinga, B. (2021). The effect of parental emotional abuse on the severity and treatment of PTSD symptoms in children and adolescents. Child Abuse and Neglect, 111(August 2020), 104775. https://doi.org/10.1016/j.chiabu.2020.104775

Hollenstein, L., & Brühwiler, C. (2024). The importance of teachers’ pedagogical-psychological teaching knowledge for successful teaching and learning. Journal of Curriculum Studies, 56(4), 480–495. https://doi.org/10.1080/00220272.2024.2328042

Hoogesteyn, K., Meijer, E. H., & Vrij, A. (2020). Detainee and layperson’s expectations and preferences regarding police interview rooms. PLoS ONE, 15(11 November), 1–13. https://doi.org/10.1371/journal.pone.0241683

Horoz, N., Buil, J. M., Koot, S., van Lenthe, F. J., Houweling, T. A. J., Koot, H. M., & van Lier, P. A. C. (2022). Children’s behavioral and emotional problems and peer relationships across elementary school: Associations with individual- and school-level parental education. Journal of School Psychology, 93(April), 119–137. https://doi.org/10.1016/j.jsp.2022.06.005

Horton, J., Macve, R., & Struyven, G. (2004). Qualitative research: Experiences in using semi-structured interviews. The real life guide to accounting research: A behind-the-scenes view of using qualitative research methods, 20, 339–357. https://doi.org/10.1016/B978-008043972-3/50022-0

Isaksen, K., Sandøy, I., Zulu, J., Melberg, A., Kabombwe, S., Mudenda, M., Musonda, P., & Svanemyr, J. (2022). Interviewing adolescent girls about sexual and reproductive health: a qualitative study exploring how best to ask questions in structured follow-up interviews in a randomized controlled trial in Zambia. Reproductive Health, 19(1), 1–11. https://doi.org/10.1186/s12978-021-01318-1

Jain, P., & Kaur, J. (2021). Development and validation of teachers’ sense of calling scale. Management and Labour Studies, 46(4), 438–451. https://doi.org/10.1177/0258042X211018611

Jeremy, J., Spandagou, I., & Hinitt, J. (2024). Teacher–therapist collaboration in inclusive primary schools: A scoping review. Australian Occupational Therapy Journal, 71(4), 593–611. https://doi.org/10.1111/1440-1630.12931

Jesina, O., Baloun, L., Kudlacek, M., Dolezalova, A., & Badura, P. (2022). Relationship of exclusion from physical education and bullying in students with specific developmental disorder of scholastic skills. International Journal of Public Health, 67(August), 1–8. https://doi.org/10.3389/ijph.2022.1604161

Johnson, B. (2015). Brief review specific developmental disorders of scholastic skills. BMH Medical Journal, 2(3), 74–78. https://babymhospital.org/BMH_MJ/index.php/BMHMJ/article/view/64

Joshi, S. V., Jassim, N., & Mani, N. (2019). Youth depression in school settings: assessment, interventions, and prevention. Child and Adolescent Psychiatric Clinics of North America, 28(3), 349–362. https://doi.org/10.1016/j.chc.2019.02.017

Joyce, B., & Weil, M. (2003). Fifth edition models of teaching. Prentice Hall of India (3th ed.). Pearson.

Kallio, H., Pietilä, A. M., Johnson, M., & Kangasniemi, M. (2016). Systematic methodological review: developing a framework for a qualitative semi-structured interview guide. Journal of Advanced Nursing, 72(12), 2954–2965. https://doi.org/10.1111/jan.13031

Keiler, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International Journal of STEM Education, 5(1). https://doi.org/10.1186/s40594-018-0131-6

Keller-Schneider, M., Zhong, H. F., & Yeung, A. S. (2020). Competence and challenge in professional development: teacher perceptions at different stages of career. Journal of Education for Teaching, 46(1), 36–54. https://doi.org/10.1080/02607476.2019.1708626

Kevers, R., Spaas, C., Colpin, H., Van Den Noortgate, W., de Smet, S., Derluyn, I., & De Haene, L. (2022). Mental health problems in refugee and immigrant primary school children in Flanders, Belgium. Clinical Child Psychology and Psychiatry, 27(4), 938–952. https://doi.org/10.1177/13591045221105199

Klapproth, F., & Brink, C. (2024). Does students’ ADHD diagnosis affect teachers’ school-track decisions? An experimental study. European Journal of Psychology of Education, 39(3), 3047–3069. https://doi.org/10.1007/s10212-024-00795-9

Klemp, G., Urton, K., Krull, J., Bosch, J., & Wilbert, J. (2025). What does well-being at school mean to primary school students? Children’s understanding of basic psychological needs. International Journal of Educational Research Open, 8(July 2024), 100442. https://doi.org/10.1016/j.ijedro.2025.100442

Kuppens, S., & Ceulemans, E. (2019). Parenting Styles: A Closer Look at a Well-Known Concept. Journal of Child and Family Studies, 28(1), 168–181. https://doi.org/10.1007/s10826-018-1242-x

Kyriazopoulou, M., Metsäpelto, R. L., Varis, S., Poikkeus, A. M., Tolvanen, A., Galanaki, E. P., & Mikkilä-Erdmann, M. (2025). Teacher education students’ emotional intelligence and teacher self-efficacy: a cross-cultural comparison. Current Psychology, 1206–1218. https://doi.org/10.1007/s12144-024-06999-y

Lari, N. (2023). Perceived parenting styles and child personality: A Qatari perspective. Cogent Social Sciences, 9(1). https://doi.org/10.1080/23311886.2023.2203549

Laufer, M. W., & Denhoff, E. (1957). Hyperkinetic behavior syndrome in children. The Journal of Pediatrics, 50(4), 463–474. https://doi.org/10.1016/S0022-3476(57)80257-1

Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2020). More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior. Early Childhood Research Quarterly, 51, 338–351. https://doi.org/10.1016/j.ecresq.2019.12.009

Lettau, J. (2021). The impact of children’s academic competencies and school grades on their life satisfaction: what really matters? Child Indicators Research, 14(6), 2171–2195. https://doi.org/10.1007/s12187-021-09830-3

Leung, E. (2023). A school story, not a student story: the dyslexic diagnosis paradigm in children’s and young adult literature. Children’s Literature in Education, 55(4), 645–668. https://doi.org/10.1007/s10583-023-09529-9

Li, H.-C., & and Stylianides, A. J. (2018). An examination of the roles of the teacher and students during a problem-based learning intervention: lessons learned from a study in a Taiwanese primary mathematics classroom. Interactive Learning Environments, 26(1), 106–117. https://doi.org/10.1080/10494820.2017.1283333

Li, Y., Peng, T., Xu, H., Lian, J., Lei, J., Huang, Z., Lin, J., Zheng, Q., Zhao, C., Huang, Y., Wang, W., Yang, G., Liang, R., Dai, Y., & Luo, X. (2023). Behavioral and emotional problems and related risk factors of primary school children aged 6–11 in Guangdong, China. Asia-Pacific Psychiatry, 15(2–3), e12526. https://doi.org/10.1111/appy.12526

Lima, A. (2023). Understanding narrative inquiry through life story interviews with former prisoners. Irish Educational Studies, 42(4), 775–786. https://doi.org/10.1080/03323315.2023.2257673

Longobardi, C., Settanni, M., Berchiatti, M., Mastrokoukou, S., & Marengo, D. (2023). Teachers’ sentiment about physical appearance of primary school students: Associations with student–teacher relationship quality and student popularity among classroom peers. Social Psychology of Education, 26(2), 383–403. https://doi.org/10.1007/s11218-022-09749-9

Maajeeny, H. (2022). Effects of family disintegration on children later depression. International Journal of Advanced and Applied Sciences, 9(3), 65–70. https://doi.org/10.21833/IJAAS.2022.03.008

Mabbe, E., Vansteenkiste, M., Van der Kaap-Deeder, J., Dieleman, L., Mouratidis, A., & Soenens, B. (2018). The role of child personality in effects of psychologically controlling parenting: an examination at the level of daily fluctuations. European Journal of Personality, 32(4), 459–479. https://doi.org/10.1002/per.2156

Maclean, L., & Law, J. M. (2022). Supporting primary school students’ mental health needs: Teachers’ perceptions of roles, barriers, and abilities. Psychology in the Schools, 59(11), 2359–2377. https://doi.org/10.1002/pits.22648

Manikam, R. (2002). Mental health of children and adolescents. Monatsschrift Fur Kinderheilkunde, 171(3), 206–207. https://doi.org/10.1007/s00112-023-01714-w

Maslow, H. A. (1954). Motivation and personality. Harper & Row Publishers, Inc.

Mazrekaj, D., & De Witte, K. (2024). The impact of school closures on learning and mental health of children: lessons from the COVID-19 Pandemic. Perspectives on Psychological Science, 19(4), 686–693. https://doi.org/10.1177/17456916231181108

McDougal, E., Tai, C., Stewart, T. M., Booth, J. N., & Rhodes, S. M. (2023). Understanding and supporting Attention Deficit Hyperactivity Disorder (ADHD) in the primary school classroom: perspectives of children with ADHD and their Teachers. Journal of Autism and Developmental Disorders, 53(9), 3406–3421. https://doi.org/10.1007/s10803-022-05639-3

Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A step-by-step process of thematic analysis to develop a conceptual model in qualitative research. International Journal of Qualitative Methods, 22(October), 1–18. https://doi.org/10.1177/16094069231205789

Näykki, P., Kontturi, H., Seppänen, V., Impiö, N., & Järvelä, S. (2021). Teachers as learners–a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi. Journal of Education for Teaching, 47(4), 495–512. https://doi.org/10.1080/02607476.2021.1904777

Ní Chorcora, E., & Swords, L. (2022). Mental health literacy and help-giving responses of Irish primary school teachers. Irish Educational Studies, 41(4), 735–751. https://doi.org/10.1080/03323315.2021.1899029

Nurick, A. J. (1988). Teacher and therapist: An integration of educator roles. Journal of Management Education, 12(3), 91–101. https://doi.org/10.1177/105256298801200312

O’Farrell, P., Wilson, C., & Shiel, G. (2023). Teachers’ perceptions of the barriers to assessment of mental health in schools with implications for educational policy: A systematic review. British Journal of Educational Psychology, 93(1), 262–282. https://doi.org/10.1111/bjep.12553

Oxley, L., Asbury, K., & Kim, L. E. (2024). The impact of student conduct problems on teacher wellbeing following the onset of the Covid-19 pandemic : An Interpretative Phenomenological Analysis. October 2023, 200–217. https://doi.org/10.1002/berj.3923

Özdemir Cihan, M., & Dilekmen, M. (2024). Emotional intelligence training for pre-service primary school teachers: a mixed methods research. Frontiers in Psychology, 15(June). https://doi.org/10.3389/fpsyg.2024.1326082

Ozturk, M., Wigelsworth, M., & Squires, G. (2024). A systematic review of primary school teachers’ wellbeing: room for a holistic approach. Frontiers in Psychology, 15(June). https://doi.org/10.3389/fpsyg.2024.1358424

Parks, P. (2023). Story circles: A new method of narrative research. American Journal of Qualitative Research, 7(1), 58–72. https://doi.org/10.29333/ajqr/12844http://www.ajqr.org

Pennington, C. G. (2021). Commentary on the impact of teacher appearance and age on student attitudes. Journal of Education and Recreation Patterns, 2(1), 48–55. https://doi.org/10.53016/jerp.v2i1.7

Pérez-Dueñas, B., Gorman, K., Marcé-Grau, A., Ortigoza-Escobar, J. D., Macaya, A., Danti, F. R., Barwick, K., Papandreou, A., Ng, J., Meyer, E., Mohammad, S. S., Smith, M., Muntoni, F., Munot, P., Uusimaa, J., Vieira, P., Sheridan, E., Guerrini, R., Cobben, J., … Kurian, M. A. (2022). The genetic landscape of complex childhood-onset hyperkinetic movement disorders. Movement Disorders, 37(11), 2197–2209. https://doi.org/10.1002/mds.29182

Phillippo, K. L., Levine Brown, E., Galib, L., Fujimoto, K. A., Iachini, A. L., Brown, N., Lennix, C., Parker, A., & Childs, T. M. (2024). Equity intersections: teachers’ experiences with student wellness support during the COVID-19 Pandemic. AERA Open, 10(1), 1–21. https://doi.org/10.1177/23328584241245385

Piaget, J. (1969). The psychology of the child. A Member of the Perseus Books Group.

Poh, L. W., Teo, I., Tewani, K., Tan, H. K., Yoon, S., & Sung, S. C. (2022). Understanding the needs of health care workers in Singapore during the COVID-19 outbreak: A qualitative analysis. American Journal of Infection Control, 50(10), 1133–1139. https://doi.org/10.1016/j.ajic.2022.06.004

Pollmeier, J., Kleickmann, T., Zimmermann, F., Möller, J., & Köller, O. (2024). Preservice teachers’ pedagogical and psychological knowledge: Structure and learning opportunities. Studies in Educational Evaluation, 83(November). https://doi.org/10.1016/j.stueduc.2024.101424

Porto Brondani, J., & Rubim Pedro, E. N. (2019). O uso de histórias infantis no cuidado de enfermagem à criança: revisão integrativa. Revista Brasileira de Enfermagem, 72(Suppl 3), 348–357. https://doi.org/10.1590/0034-7167-2018-0456

Rameckers, S. A., van Emmerik, A. A. P., Bachrach, N., Lee, C. W., Morina, N., & Arntz, A. (2021). The smpact of childhood maltreatment on the severity of childhood-related posttraumatic stress disorder in adults. Child Abuse and Neglect, 120(February), 105208. https://doi.org/10.1016/j.chiabu.2021.105208

Ranta, S., Kangas, J., Harju-Luukkainen, H., Ukkonen-Mikkola, T., Neitola, M., Kinos, J., Sajaniemi, N., & Kuusisto, A. (2023). Teachers’ pedagogical competence in finnish early childhood education—a narrative literature review. Education Sciences, 13(8). https://doi.org/10.3390/educsci13080791

Rautanen, P., Soini, T., Pietarinen, J., & Pyhältö, K. (2025). Primary school students’ perceived teacher support–associations with teachers’ resources and contextual factors. Scandinavian Journal of Educational Research, 1–17. https://doi.org/10.1080/00313831.2025.2468174

Raynham, H., & Jinks, G. (2022). Do teaching staff in primary schools perceive any impacts of school-based counselling on school engagement? British Journal of Guidance and Counselling, 50(2), 230–247. https://doi.org/10.1080/03069885.2021.1904502

Rishitha, A. V., & Subramanian, S. (2022). A retrospective study of specific learning disorders and comparing the effect on academic performances with online education among school children due to Covid-19 Pandemic Across Bangalore. Journal of Ecophysiology and Occupational Health, 22(4), 162–168. https://doi.org/10.18311/jeoh/2022/31966

Romano, L., Tang, X., Hietajärvi, L., Salmela-Aro, K., & Fiorilli, C. (2020). Students’ trait emotional intelligence and perceived teacher emotional support in preventing burnout: The moderating role of academic anxiety. International Journal of Environmental Research and Public Health, 17(13), 1–15. https://doi.org/10.3390/ijerph17134771

Rus, S. S. S., Solis, M. O., Rodriguez, L. S., & Suárez-Gómez, M. (2021). Depressive disorder in childhood: The importance of an early diagnosis for a functional recovery. Specific symptoms and treatment in an 8-years old patient with depression. European Psychiatry, 64(S1), S332–S332. https://doi.org/10.1192/j.eurpsy.2021.891

Ryan, R. M., & Deci, E. L. (2000). Self determination theory and the facilitation of intrinsic motivation, social development and well being. American Psychological Asscociation, 55(1), 296–312. https://doi.org/10.4324/9780429052675-23

Salari, N., Hasheminezhad, R., Heidarisharaf, P., Khaleghi, A. A., Azizi, A. H., Shohaimi, S., & Mohammadi, M. (2023). The global prevalence of gallstones in pregnancy: A systematic review and meta-analysis. European Journal of Obstetrics and Gynecology and Reproductive Biology: X, 19, 1–12. https://doi.org/10.1016/j.eurox.2023.100237

Santamaría-Villar, M. B., Gilar-Corbi, R., Pozo-Rico, T., & Castejón, J. L. (2021). Teaching socio-emotional competencies among primary school students: improving conflict resolution and promoting democratic co-existence in schools. Frontiers in Psychology, 12(June), 1–16. https://doi.org/10.3389/fpsyg.2021.659348

Scaria, L. M., Bhaskaran, D., & George, B. (2023). Prevalence of Specific Learning Disorders (SLD) among children in India: A systematic review and meta-analysis. Indian Journal of Psychological Medicine, 45(3), 213–219. https://doi.org/10.1177/02537176221100128

Schulte-Körne, G. (2016). Psychische Störungen bei Kindern und Jugendlichen im schulischen Umfeld. Deutsches Arzteblatt International, 113(11), 1515–1525. https://doi.org/10.3238/arztebl.2016.0183

Schön D. (1982). The reflective practitioner, how proffesionals think in action. A Member of the Perseus Books Group.

Shen, S., Tang, T., Pu, L., Mao, Y., Wang, Z., & Wang, S. (2024). Teacher emotional support facilitates academic engagement through positive academic emotions and mastery-approach goals among college students. SAGE Open, 14(2), 1–11. https://doi.org/10.1177/21582440241245369

Shin, Y. (2023). Teacher experiene and students’ mental well-being. Journal of Adolescence, 95(7), 1377-1387. https://doi.org/10.1002/jad.12211.

Sidenvall, J., Granberg, C., Lithner, J., & Palmberg, B. (2022). Supporting teachers in supporting students’ mathematical problem solving. International Journal of Mathematical Education in Science and Technology, 5211. https://doi.org/10.1080/0020739X.2022.2151067

Simms, M. (2022). Intellectual developmental disorders (developmental delay). In Nelson Pediatric Symptom-Based Diagnosis: Common Diseases and their Mimics (Second Edi). Elsevier Inc. https://doi.org/10.1016/B978-0-323-76174-1.00027-4

Smiley, A., Moussa, W., Ndamobissi, R., & Menkiti, A. (2021). The negative impact of violence on children’s education and well-being: Evidence from Northern Nigeria. International Journal of Educational Development, 81(December 2020). https://doi.org/10.1016/j.ijedudev.2020.102327

SNPHAR (2024). Survei nasional pengalaman hidup anak dan remaja. Kementrian Pemberdayaan Perempuan dan Perlindungan Anak Republik Indonesia: Jakarta.

Soares, A. G. S., Estanislau, G., Brietzke, E., Lefèvre, F., & Bressan, R. A. (2014). Public school teachers’ perceptions about mental health. Revista de Saude Publica, 48(6), 940–948. https://doi.org/10.1590/S0034-8910.2014048004696

Soneson, E., Childs-Fegredo, J., Anderson, J. K., Stochl, J., Fazel, M., Ford, T., Humphrey, A., Jones, P. B., & Howarth, E. (2018). Acceptability of screening for mental health difficulties in primary schools: A survey of UK parents. BMC Public Health, 18(1), 1–12. https://doi.org/10.1186/s12889-018-6279-7

Stadelmann, S., Schlesier-Michel, A., White, L. O., von Klitzing, K., & Döhnert, M. (2020). LIFE Child Psychische Entwicklung/Depression – Prospektive longitudinale Kohortenstudie zur Erfassung von Entstehungsbedingungen depressiver Störungen von der Kindheit bis ins junge Erwachsenenalter. Zeitschrift Für Psychosomatische Medizin Und Psychotherapie, 66(4), 402–417. https://doi.org/10.13109/zptm.2020.66.4.402

Stahnke, J., Dörk, M., Müller, B., & Thom, A. (2016). Probing projections: Interaction techniques for interpreting arrangements and errors of dimensionality reductions. IEEE Transactions on Visualization and Computer Graphics, 22(1), 629–638. https://doi.org/10.1109/TVCG.2015.2467717

Swanson, J. D., Brock, L., Van Sickle, M., Gutshall, C. A., & Curby, T. W. (2022). Teacher perceptions as an entry point for talent spotting and development. Journal for the Education of the Gifted, 45(3), 238–270. https://doi.org/10.1177/01623532221105311

Taghvaienia, A., & Zonobitabar, A. (2020). Positive intervention for depression and teacher-student relationship in Iranian high school girl students with moderate/mild depression: A pilot randomized controlled trial. Child and Adolescent Psychiatry and Mental Health, 14(1), 1–10. https://doi.org/10.1186/s13034-020-00331-9

Tao, Y., Yu, M., Zhenya, G., & and Yang, X. (2022). Perceived teacher support, student engagement, and academic achievement: a meta-analysis. Educational Psychology, 42(4), 401–420. https://doi.org/10.1080/01443410.2022.2033168

Tatto, M. T. (2021). Professionalism in teaching and the role of teacher education. European Journal of Teacher Education, 44(1), 20–44. https://doi.org/10.1080/02619768.2020.1849130

Theobold, A. S., Wickstrom, M. H., & Hancock, S. A. (2024). Coding code: Qualitative methods for investigating data science skills. Journal of Statistics and Data Science Education, 32(2), 161–173. https://doi.org/10.1080/26939169.2023.2277847

Thorley, G. (1984). Hyperkinetic syndrome of childhood: Clinical characteristics. British Journal of Psychiatry, 144(1), 16–24. https://doi.org/10.1192/bjp.144.1.16

Tomoda, A., Nishitani, S., Takiguchi, S., Fujisawa, T. X., Sugiyama, T., & Teicher, M. H. (2024). The neurobiological effects of childhood maltreatment on brain structure, function, and attachment. European Archives of Psychiatry and Clinical Neuroscience. https://doi.org/10.1007/s00406-024-01779-y

Ulmanen, S., Rautanen, P., Soini, T., Pietarinen, J., & Pyhältö, K. (2023). How do teacher support trajectories influence primary and lower-secondary school students’ study well-being. Frontiers in Psychology, 14(August), 1–12. https://doi.org/10.3389/fpsyg.2023.1142469

Vanassche, E. (2022). Four propositions on how to conceptualize, research, and develop teacher educator professionalism. Frontiers in Education, 7(December), 1–11. https://doi.org/10.3389/feduc.2022.1036949

Vandenberghe, R. (1984). Teacher’s role in educational change. British Journal of In-Service Education, 11(1), 14–25. https://doi.org/10.1080/0305763840110103

Verhagen, M., Lodder, G. M. A., & Baumeister, R. F. (2018). Unmet belongingness needs but not high belongingness needs alone predict adverse well-being: A response surface modeling approach. Journal of Personality, 86(3), 498–507. https://doi.org/10.1111/jopy.12331

Wang, T. (2023). Teachers as the agent of change for student mental health: the role of teacher care and teacher support in Chinese students’ well-being. Frontiers in Psychology, 14(November). https://doi.org/10.3389/fpsyg.2023.1283515

Ward, R. J., Bristow, S. J., Kovshoff, H., Cortese, S., & Kreppner, J. (2022). The effects of adhd teacher training programs on teachers and pupils: a systematic review and meta-analysis. Journal of Attention Disorders, 26(2), 225–244. https://doi.org/10.1177/1087054720972801

Wei, L. (2023). Narrative Inquiry: A research method in the education field. World Journal of Education, 13(6), 35. https://doi.org/10.5430/wje.v13n6p35

Whitehill, J., Serpell, Z., Lin, Y. C., Foster, A., & Movellan, J. R. (2014). The faces of engagement: Automatic recognition of student engagement from facial expressions. IEEE Transactions on Affective Computing, 5(1), 86–98. https://doi.org/10.1109/TAFFC.2014.2316163

Williamson, V., Larkin, M., MacDonald, I., Morgan, F., Ford, T., Spence, S. H., Reardon, T., & Creswell, C. (2022). Primary school based mental health practitioners’ perspectives of school-based screening for childhood mental disorders and intervention delivery: A qualitative study. Emotional and Behavioural Difficulties, 27(2), 105–117. https://doi.org/10.1080/13632752.2022.2110704

Wilson, C. (2014). Semi-Structured Interviews. Interview Techniques for UX Practitioners, 22(1), 23–41. https://doi.org/10.1016/b978-0-12-410393-1.00002-8

Wolraich, M. L., Hagan, J. F., Allan, C., Chan, E., Davison, D., Earls, M., Evans, S. W., Flinn, S. K., Froehlich, T., Frost, J., Holbrook, J. R., Lehmann, C. U., Lessin, H. R., Okechukwu, K., Pierce, K. L., Winner, J. D., & Zurhellen, W. (2019). Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics, 144(4). https://doi.org/10.1542/peds.2019-2528

Wood, JA & Kusumaningsih, A. (2024). The role of childhood trauma in major depressive disorder: a review of pathophysiological and psychopathological aspects. Scientia Psychiatrica, 5(3), 543–550. https://doi.org/10.37275/scipsy.v5i3.174

Xie, N. (2024). The effect of parental divorce on child depression. Journal of Education, Humanities and Social Sciences, 26, 602–607. https://doi.org/10.54097/2kk2k489

Xu, D. D., Rao, W. W., Cao, X. L., Wen, S. Y., An, F. R., Che, W. I., Bressington, D. T., Cheung, T., Ungvari, G. S., & Xiang, Y. T. (2020). Prevalence of depressive symptoms in primary school students in China: A systematic review and meta-analysis. Journal of Affective Disorders, 268(February), 20–27. https://doi.org/10.1016/j.jad.2020.02.034

Xu, X., Wu, Z., & Wei, D. (2023). The relationship between perceived teacher support and student engagement among higher vocational students: A moderated mediation model. Frontiers in Psychology, 14(February), 1–11. https://doi.org/10.3389/fpsyg.2023.1116932

Yli‑Pietilä, R., Soini, T., Pietarinen, J., & Pyhältö, K. (2024). How is students’ well‑being related to their class teacher’s professional agency in primary school? European Journal of Psychology of Education, 29, 2341–2361. https://doi.org/10.1007/s10212-023-00781-7

Zak-Doron, I., & Perry-Hazan, L. (2024). Teachers’ roles in facilitating, delimiting, and balancing student participation rights: The case of democratic (open) schools’ disciplinary procedures. Teaching and Teacher Education, 142, 104528. https://doi.org/10.1016/j.tate.2024.104528

Zatto, B. R. L., & Hoglund, W. L. G. (2022). Depressive and anxious symptoms and teacher-child dependency and conflict in early childhood. Journal of School Psychology, 91, 129–145. https://doi.org/10.1016/j.jsp.2021.12.004

Zhang, J. (2024). The analysis of major depressive disorder. Proceedings of the 4th International Conference on Biological Engineering and Medical Science, 63, 133–137. https://doi.org/10.54254/2753-8818/63/2024.17937

Zhang, Q., Wang, J., & Neitzel, A. (2023). School-based mental health interventions targeting depression or anxiety: a meta-analysis of rigorous randomized controlled trials for school-aged children and adolescents. Journal of Youth and Adolescence, 52(1), 195–217. https://doi.org/10.1007/s10964-022-01684-4

Zhou, D., Xiaofeng, D., Kit-Tai, H., Haifeng, L., Pingting, F., & and Liu, J. (2020). Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety. Educational Psychology, 40(4), 473–489. https://doi.org/10.1080/01443410.2019.1696947

Zhou, X., & Ou, Y. (2024). Worlds apart: Students’ perception of teachers’ responses to their mental health issues. Teaching and Teacher Education, 139, 104440. https://doi.org/10.1016/j.tate.2023.104440

Zulauf-McCurdy, C. A., Woodward, D., Nazaire, O. R., & Meltzoff, A. N. (2024). What do teachers do when preschoolers “Misbehave”? family matters. Early Childhood Education Journal, April 2024, 1157–1169. https://doi.org/10.1007/s10643-024-01668-y

DOI: https://doi.org/10.20961/jdc.v9i2.103368

Refbacks

  • There are currently no refbacks.