Preservice teachers' responses to students with attention-deficit-hyperactivity disorder who reportedly failed a classroom test were investigated. Undergraduate students (n = 49), during their semester of student teaching, rated six vignettes that varied by student gender, attention-deficit-hyperactivity disorder (ADHD) diagnosis, and medication status. When a student had no disability, teachers rated a boy more likely to fail than a girl; when a student had ADHD, they rated the girl more likely to fail. Differences were also related to diagnosis and medication status assigned to the student. Findings support attribution theory and apply to classroom motivation of students with disabilities.
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