Document Type : Original Article
Authors
Assistant Professor, Department of Family & Community Medicine & Behavioral Sciences, College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
Abstract
BACKGROUND: Teachers’ knowledge and awareness about the signs and symptoms, behavioral
problems, and treatment are imperative to handling children with attention‑deficit/hyperactivity
disorder (ADHD) in the school. This study aimed to assess the level of knowledge about ADHD
among primary schoolteachers in Sharjah, UAE.
MATERIALS AND METHODS: In this cross‑sectional study, a convenient sampling method was used
to collect data from 239 teachers working in private schools and 25 teachers working at the public
schools in Sharjah. A self‑administered questionnaire was used to measure the sociodemographic
characteristics and the Knowledge of Attention‑Deficit Disorders Scale was used to measure the
knowledge about ADHD. Data were analyzed using both descriptive and inferential methods.
RESULTS: Private schoolteachers have more knowledge about ADHD than public
Schoolteachers (P = 0.016). Teachers obtain information about ADHD through educational
workshops (32%), social media (23%), friends and relatives (12%), TV and radio (9%), scientific
journals (8%), campaigns (7%), and other sources (9%) such as the Internet, lectures, personal
experience, and reading. Most of the teachers (56.3%) have knowledge about the signs and symptoms
of ADHD, whereas teachers’ knowledge about the associated features and treatment of ADHD is
34.4% and 34.1%, respectively.
CONCLUSION: Teachers’ level of knowledge about ADHD‑associated features and treatment was
inadequate in Sharjah. Hence, enhancing knowledge about ADHD by providing various training
workshops and conducting social events, and campaigns are warranted to enhance their knowledge
on ADHD.
Keywords
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