A Descriptive Study to Assess the Level of Knowledge Regarding ADHD among Primary School Teachers at Selected Schools in Palakkad District, Kerala in a view to Develop an Information Booklet

Abstract

The current study was carried out to evaluate primary school teachers' understanding of Attention-Deficit/Hyperactivity Disorder (ADHD) in a subset of Palakkad District primary schools. The goals were to evaluate primary school teachers' understanding of ADHD and ascertain the relationship between such understanding and particular demographic factors. Using convenience sampling, 100 primary school teachers from eight Palakkad District primary schools participated in a descriptive study. A self-administered standardised questionnaire was used to gauge knowledge of ADHD, while a semi-structured questionnaire was used to gather demographic information. According to the results, out of 100 teachers, 21 (21%) had good knowledge of ADHD, 38 (38%) had intermediate knowledge, and 41 (41%) had low knowledge. The degree of knowledge was shown to be significantly correlated with a number of demographic factors, such as age, years of teaching experience, educational background, and place of living. Teachers were more knowledgeable about ADHD in general, but they were less knowledgeable about symptoms, diagnosis, and therapy. According to the study's findings, educators need to receive training on how to recognise, diagnose, and treat ADHD. To raise awareness among educators, parents, and the community, mass media awareness campaigns and in-service training were suggested.