ADHD knowledge, perception and misconceptions among Sudanese elementary school teachers 2022

Area of Science:

• Pediatric Neurology
• Educational Psychology
• Public Health

Background:

• Attention Deficit Hyperactivity Disorder (ADHD) significantly impacts children's academic and social functioning.
• Primary school teachers are pivotal in identifying potential ADHD cases and supporting treatment plans.
• Understanding teachers' knowledge and perceptions of ADHD is essential for early intervention.

Purpose of the Study:

• To assess elementary school teachers' knowledge, perceptions, and misconceptions of ADHD in Khartoum.
• To identify sociodemographic factors influencing teachers' understanding of ADHD.

Main Methods:

• A descriptive cross-sectional study was conducted in 37 elementary schools in Khartoum.
• Cluster sampling and a structured, self-administered questionnaire (sociodemographics and ADHD knowledge scale) were employed.
• Data were collected from 321 teachers in October/November 2022.

Main Results:

• Overall ADHD knowledge among teachers was 48.53%.
• Teachers exhibited better knowledge of ADHD symptoms than treatment options.
• Prior experience with a child with ADHD correlated with higher knowledge levels.

Conclusions:

• Elementary school teachers in Khartoum possess insufficient understanding of ADHD, especially regarding treatment.
• There is a need to prioritize awareness programs to improve teachers' knowledge and support for students with ADHD.