Knowledge of Attention Deficit Hyperactivity Disorder among Primary School Teachers in Kirkuk City: A Descriptive Cross-Sectional Study
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Attention Deficit Hyperactivity Disorder, Knowledge, Primary School Teachers
Abstract
Background: Attention Deficit Hyperactivity Disorder (ADHD) significantly impacts academic outcomes, yet teacher knowledge gaps persist globally. This study assesses ADHD knowledge among primary school teachers in Kirkuk, Iraq.
Methods: A cross-sectional study (November 2024-May 2025) included 429 teachers from 88 schools (36 public, 47 special public, 5 private) via random sampling. Data were collected using a validated questionnaire (reviewed by 14 experts) covering ADHD symptoms, causes, and treatments. Analyses used IBM SPSS v20.
Results: The results showed that while general awareness of ADHD was high, only 44.5% of teachers demonstrated a good level of knowledge, particularly lacking in understanding symptoms, causes, and treatment options. A significant difference was found between male and female teachers, with males scoring higher (t (427) = 2.88, p = .005) Female teachers and those with prior ADHD-related training showed higher levels of knowledge. Other demographic factors did not show a significant association.
Conclusion: While ADHD awareness is high, deep knowledge remains limited, especially regarding treatment options. The findings highlight the urgent need for structured teacher training programs and evidence-based information dissemination.
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References
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