Abstract
Background: Attention-deficit hyperactivity disorder (ADHD) is one of the most prevailing neurodevelopmental disorders that affects children. Teacher's knowledge plays an important role in the process of assessing, screening, and diagnosing this disorder at its early stages.
Objectives: To evaluate teachers' knowledge toward ADHD and to detect the main source of the teacher's knowledge about ADHD. Methods: A cross-sectional study was conducted on 51 females Primary school teachers. They were randomly chosen from 3 different schools in Al-Riyadh, Saudi Arabia. They completed a questionnaire on their general knowledge of ADHD, and the symptoms of the condition. Factors which might affect their knowledge were also examined. Result: The study showed that (77%) of the teachers had bachelor degree and (59%) had 1-5 years of experience, (74.5%) of the teachers' knowledge about ADHD came from hearing about it. (75%) of teachers had a good knowledge about the symptoms of ADHD. (92.2%) of the teachers could differentiate between students with or without ADHD. (84.6%) and (76.9%) of the teachers had attended courses about ADHD and can differentiate between normal and ADHD students and deal with ADHD student respectively. (89%) of the teachers with good level of knowledge were able to differentiate between normal and ADHD students, (73%) of the teachers with good level of knowledge were capable of dealing with ADHD students, (19%) of the teachers with good level of knowledge were able to train other teachers about ADHD. (38.5%) of the teachers had attended courses with certificate and could train other teachers about ADHD and there was a statistical association between teachers training and training others about dealing with ADHD students ((p=0.017)).
Conclusion: High number of the teachers had attended courses with certificate. Those had a significantly better ability in training other teachers about ADHD than those who had courses without certificate or without courses.