# Pre-K–12 Teachers’ Views on ASD+ADHD: Prevalence Estimates and Teaching Preparedness

## TL;DR

This study explores how teachers perceive the prevalence of ASD and ADHD comorbidity and their confidence in teaching these students.

## Contribution

The study identifies predictors of teachers' prevalence estimates and preparedness for teaching students with ASD+ADHD comorbidity.

## Key findings

- Teachers underestimated the lifetime prevalence of ASD+ADHD comorbidity.
- Preparedness to teach ASD+ADHD was lower than for ASD-only or ADHD-only students.
- Self-efficacy and professional training predicted higher preparedness.

## Abstract

Background/Objectives: Teachers play a significant role in the identification and intervention of neurodevelopmental disorders such as ASD and ADHD. However, their perceptions of ASD+ADHD comorbidity remain underexplored. This study investigates teachers’ estimates of ASD+ADHD prevalence and their perceived preparedness to teach students with co-occurring diagnoses, exploring key predictors of both outcomes. Methods: Pre-K-12 teachers (N = 199) completed demographic questions and four additional questionnaires assessing ASD- and ADHD-specific knowledge, neurodiversity attitudes and overall teaching self-efficacy. Participants estimated the prevalence of ASD+ADHD comorbidity and rated their preparedness to instruct students with ASD+ADHD, ASD-only, and ADHD-only. Regression analyses examined factors predicting prevalence estimates and preparedness. Results: Teachers underestimated the lifetime prevalence of ASD+ADHD, though current prevalence estimates were more aligned with meta-analytic findings. Personal experience and current teaching of comorbid students predicted higher prevalence estimates, whereas greater ASD knowledge was associated with lower estimates. Preparedness to teach ASD+ADHD was rated lower than for ASD-only or ADHD-only students. Self-efficacy, neurodiversity attitudes, and professional training were predictors of preparedness. Current teaching of comorbid students, disorder-specific knowledge, and total years of teaching experience showed inconsistent associations across conditions. Conclusions: Findings suggest that while direct experience and training enhance both awareness and preparedness, disorder-specific knowledge alone does not consistently translate to confidence in supporting students with co-occurring diagnoses. Implications for teacher training and the need for comorbidity-focused professional development are discussed.