Current professional guidelines consider methylphenidate and amphetamine medications to be main stimulant medication for treating Attention Deficit Hyperactivity Disorder (ADHD) [1]. Such medication has been found to improve core symptoms of ADHD (i.e., hyperactivity, impulsivity, and inattention), as well as associated functional impairments in ADHD patients [2]. However, the public’s perceptions of pharmacological treatment for ADHD is controversial [3,4] with negative attitudes possibly having a negative effect on adolescents’ adherence to treatment. Moreover, adolescents may also be influenced by others’ beliefs regarding the necessity of the medications [5].

As ADHD is a chronic condition, successful treatment for most individuals requires the ongoing adherence to therapy [6]. Indeed, a lack of adherence to pharmacological treatment may increase the risk of a wide range of ADHD-associated negative functional outcomes [7]. For example, both child and family characteristics may play a role in adherence to methylphenidate treatment [8]. Research also indicates that children of mothers with only one child or children of mothers with an average household income (compared to a high income) were more likely to be adherent to treatment, while children who began treatment aged 12 years or older (compared to younger than 12 years) and girls were more often not persistent in treatment.

Teachers play a key role in the diagnosis, referral, implementation, and treatment of children with ADHD, and are highly influential in children’s adherence to such treatment. For example, the beliefs, attitudes, and efficacy of school teachers are important factors in the improving of students’ health literacy [9]. However, despite more than 10% of their students being prescribed with such medications, teachers report having limited knowledge of psychotropic treatment. They also had little communication with parents or professionals regarding the use of such medication or their side effects [10]. As the number of school children and adolescents treated with stimulant medication for treating ADHD is substantial and growing [11], it is important for teachers to possess research-based knowledge, rather than mistaken perceptions or attitudes, regarding stimulant medication for treating ADHD.

Specifically, Physical Education (PE) teachers are an important group that should be addressed in this regard, as health promotion aspects are at the essence of their profession [12]. Physical Education Student Teachers (PEST) are trained to serve as role models regarding healthy behaviors, and as such, should promote a healthy life style within their schools [13]. During their academic studies, PEST practice physical activity (PA) and sports as part of their curriculum. In addition, most also practice more PA as a built-in component of their personal and professional lives [14]. However, PEST may be more susceptible to negative body images, eating disorders, and exercise disorders than their same-aged peers who are involved in careers that are not related to food, health education, or exercise [15]. People who exercise excessively are prone to risky behaviors, such as exercise disorders, using steroids, body image concerns, and eating problems [16,17]. In turn, these higher health risks may raise the likelihood of inappropriate and precarious behaviors among PEST being conveyed to their school students in the future [15]. It should, however, be noted that data relating to other risk factors among PEST, such as alcohol consumption and tobacco use, are scarce.

Prescription stimulants for treating ADHD are a class of medications that has a high abuse potential, particularly among college students who mainly use them to enhance academic achievements [18-20]. College students who used non-prescribed stimulants reported continuing to do so even after graduating [21]. While the effects of stimulants on academic performance in non-ADHD college students are unclear, serious adverse health effects have been indicated [22]. For example, college students who were involved in the misuse of stimulant medication, the use of un-prescribed stimulants, or the transferring of stimulant medication to others may underestimate associated risks while overestimating benefits [23].

Discrepancies exist between medical recommendations for people with ADHD and certain public perceptions regarding the effectiveness of such treatment. As such, it would be of value to examine these attitudes among PEST, and compare them to general education student teachers (GEST), who are not necessarily trained to actively promote healthy lifestyle behaviors. In this study, we hypothesize that as PEST participate in a large number of academic courses on human physiology, physical activity, and health consequences, they will show more positive health behaviors and attitudes compared to GEST students. Thus, the aim of this study was to compare health behaviors and attitudes regarding ADHD treatments among PEST to GEST, including adherence to stimulant medication for treating ADHD.