Document Type : Original Article


1 Department of Health Education and Promotion, Isfahan University of Medical Sciences

2 Department of Biostatistics and Epidemiology, Isfahan University of Medical Sciences, Isfahan, Iran


INTRODUCTION: Attention deficit hyperactivity disorder (ADHD) is a common disorder in child
psychiatry, which has a greater impact on the future life of the children affected in case of being
untreated and undiagnosed. Given the undeniable role of teachers in improving this disorder and
preventing its destructive consequences on children, the present research has examined the
knowledge, attitude, and practice of elementary school teachers regarding ADHD.
MATERIALS AND METHODS: This was a descriptive, cross‑sectional study carried out in 2019.
One hundred and twenty teachers were randomly selected as samples among public and private
schools in three districts of Isfahan. Data were collected by a self‑administrated questionnaire
including demographic variables, knowledge, attitude, and practice of teachers regarding ADHD
and were analyzed by descriptive and analytical statistics. The Spearman’s and Kendall’ correlation
coefficient, t‑test, and Kolmogorov–Smirnov test were employed, and P < 0.50 was considered
statistically significant.
RESULTS: The findings indicated that 65% of teachers had favorable knowledge toward ADHD, 50%
of them had a favorable attitude, and 56% of their practice was desirable. The questionnaire showed
that only their knowledge about ADHD symptoms was desirable, but their knowledge about cause
of the disorder and its treatment was not sufficient. There was an inverse relationship between the
knowledge, attitude, and practice of teachers with age, and between education and having a child, a
significant direct relationship was discovered. Teachers of public schools compared to private school
teachers had significantly better knowledge, attitude, and practice.
CONCLUSION: Teachers’ knowledge, attitude, and practice regarding ADHD was relatively high.
However, it is necessary to educate teachers about etiology and methods of treatment of this disorder
and behavior management of these students, especially private school teachers who need more


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