Knowledge of attention-deficit/hyperactivity disorder (ADHD) among primary school teachers in Karbala.

Abstract

Attention deficit hyperactivity disorder (ADHD) is the most common neurobehavioral disorder affecting children. Teachers can play a vital role in identifying and supporting students with ADHD. So, it is crucial for teachers to have a comprehensible understanding of the disorder. Assessing teachers' knowledge of ADHD can help inform and improve future policies and interventions. To assess the level of knowledge that primary school teachers regarding ADHD in children, and its correlates. A cross-sectional study was conducted on primary schools in Karbala, utilizing a multi-stage sampling approach, 372 primary school teachers were included in the study, Self-administered questionnaire was used that consisted of two parts: socio-demographic data and the knowledge of ADHD based on attention deficit disorders scale (KADDS). The means of the groups were compared using Mann-Whitney test and Kruskal-Wallis test by SPSS version 24.0. The mean age of the teachers was 40.77 ± 9.34 years. Females represented 60.2% of participants. The average percentage of knowledge regarding ADHD general information, symptoms/diagnosis, and treatment were 34.82 ± 2.72, 58.96 ± 3.64, and 33.54 ± 3.29, respectively. The average percentage of overall knowledge score regarding ADHD was 40.20 ± 2.35. Knowledge of ADHD was significantly higher among male teachers and those working in rural schools. The overall level of knowledge regarding ADHD among the primary school teachers was insufficient. Few teachers show adequate level of knowledge, and obviously regarding the treatment of ADHD. Targeted educational programs are recommended to enhance teachers' capacity to identify and support affected students.