Knowledge about attention deficit hyperactivity disorder (ADHD) among primary school teachers

Abstract

Attention-Deficit/Hyperactivity Disorder, also known as ADHD, is one of the psychiatric conditions that is diagnosed among school-aged children or adolescents the most frequently. Between three and five percent of children of school age are afflicted by attention-deficit/hyperactivity disorder (ADHD). This study aims to investigate the Knowledge About Attention-deficit Hyperactivity Disorder Among Primary School Teachers. Primary school Teachers (PSTs) are an essential part of the nation. They play vital roles. Teachers guide, mentor, and inspire children, building the foundation for lifelong learning by teaching critical reading, writing, and problem-solving skills. They engage children. The bond between ADHD children and primary teachers is vital for their growth. ADHD is becoming more common around the world. That is why this study was conducted to assess knowledge About ADHD. A cross-sectional survey of Primary School Teachers in Savar Upazila was conducted. This study used the Knowledge of Attention Deficit Disorders Scale (KADDS) questionnaire to conduct a cross-sectional study. Two hundred twenty-one participants were recruited, with males accounting for 22% (49) of the total and 78% (172) of the participants being women. To assess the overall understanding of ADHD among participants, a knowledge score was computed based on individual perspectives regarding ADHD and its associated general Information, Symptoms, Diagnosis, and treatment of ADHD. The result comparing the scores Poor Knowledge (<50%), Fair Knowledge (50-75%), and Good Knowledge (>75%) on the KADDS questionnaire from this study population assessed the knowledge level about ADHD among primary school teachers, revealing that the majority had a limited understanding. 76% (169) of the teachers had poor knowledge, scoring less than 50%. Meanwhile, 19% (41) demonstrated fair knowledge, with scores ranging from 50% to 75%. Only a tiny portion, 5% (11), exhibited good knowledge, achieving scores above 75%. This indicated that most primary school teachers lacked sufficient awareness of ADHD, showing a poor understanding of ADHD. Keywords: ADHD, Knowledge, Primary School Teacher.