Knowledge and attitudes towards attention deficit hyperactivity disorder among elementary school teachers

Area of Science:

• Child and Adolescent Psychiatry
• Educational Psychology

Background:

• Attention deficit hyperactivity disorder (ADHD) is a common childhood psychiatric disorder.
• Children with ADHD face significant academic and psychological challenges.
• Multimodal treatment for ADHD is hindered by poor collaboration between schools, parents, and therapeutic institutions.

Purpose of the Study:

• To assess elementary school teachers' knowledge and attitudes towards ADHD.
• To identify potential barriers to effective ADHD management in educational settings.

Main Methods:

• A self-report questionnaire was administered to 196 elementary school teachers in Shiraz, Iran.
• Data collection was conducted anonymously.

Main Results:

• Teachers exhibited low knowledge regarding ADHD, with over half attributing it to parental spoiling rather than biological factors.
• Attitudes towards children with ADHD were unfavorable; a majority believed standard disciplinary rules should apply and acknowledged peer relationship difficulties.
• A significant correlation was found between teachers' knowledge level and their attitudes toward ADHD.

Conclusions:

• Teachers' knowledge about ADHD is significantly low.
• There is a need for targeted educational programs for teachers on ADHD.
• Leveraging common information sources like media and incorporating ADHD education into teacher training curricula is crucial.