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What Predicts Attention-Deficit/Hyperactivity Disorder Literacy in Primary Schoolteachers?
Jemy J Jome1, Vidya Prabhu1, Varalakshmi Chandra Sekaran1
1Department of Global Public Health Policy and Governance, Prasanna School of Public Health, Manipal Academy of Higher Education, Manipal, Karnataka, India.
The Nigerian Postgraduate Medical Journal
|July 2, 2026
Summary
Most Indian primary teachers demonstrate low knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD). School area and class size significantly predict their mental health literacy, indicating a need for targeted training.
Area of Science:
- Neurodevelopmental disorders
- Educational psychology
- Public health
Background:
- Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental condition impacting children's learning and behavior.
- Primary school teachers are crucial for early ADHD identification in India.
- Factors influencing teachers' ADHD knowledge in India are not well understood.
Purpose of the Study:
- To assess the mental health literacy (MHL) of primary school teachers concerning ADHD.
- To identify predictors of MHL among these teachers in India.
Main Methods:
- A cross-sectional quantitative study involved 303 primary school teachers.
- Data collected via semi-structured questionnaires and the Knowledge of Attention Deficit Disorder Scale (KADDSs).
- Stratified cluster sampling used in Varkala and Attingal educational subdistricts; binomial logistic regression analyzed MHL predictors.
Main Results:
- 98.7% of teachers exhibited low knowledge levels regarding ADHD.
- Significant associations found between ADHD knowledge and marital status, work status, school type, teaching hours, medium of instruction, and class strength.
- School area (AOR: 3.40) and average class strength (AOR: 2.38) were significant predictors of MHL.
Conclusions:
- The majority of primary teachers in the study possess inadequate knowledge about ADHD.
- Socio-demographic factors, particularly school area and class size, significantly influence teachers' ADHD MHL.
- Targeted educational interventions are necessary to enhance teachers' capacity to support students with ADHD.
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