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Schoolteachers’ Knowledge of Attention-Deficit/Hyperactivity Disorder—Current Status and Effectiveness of Knowledge Improvement Program: A Randomized Controlled Trial

Author

Listed:
  • Abdullah M. Alshehri

    (Joint Program of Saudi Board in Community Medicine, Southern Region 61421, Saudi Arabia)

  • Shehata F. Shehata

    (Department of Family and Community Medicine, College of Medicine, King Khalid University, Abha 61421, Saudi Arabia
    Department of Biostatistics, High Institute of Public Health, Alexandria University, Alexandria 21511, Egypt)

  • Khalid M. Almosa

    (Community Medicine Consultant, Joint Program of Saudi Board in Community Medicine, Southern Region 61421, Saudi Arabia)

  • Nabil J. Awadalla

    (Department of Family and Community Medicine, College of Medicine, King Khalid University, Abha 61421, Saudi Arabia
    Department of Community Medicine, College of Medicine, Mansoura University, Mansoura 35516, Egypt)

Abstract

Background: Adequately knowledgeable schoolteachers can play an essential role in early detection and proper treatment of children with attention-deficit/hyperactivity disorder (ADHD) at school. Objectives: To assess the schoolteachers’ knowledge of ADHD and to evaluate the effectiveness of the ADHD knowledge improvement program. Methods: A randomized controlled trial study design was followed on 100 primary school teachers from Abha City, Saudi Arabia. Teachers were randomly selected and allocated into trial and control groups. A self-administered questionnaire was used to evaluate teachers’ knowledge about ADHD. After the baseline assessment, participants in the trial group received a two-day ADHD knowledge improvement program. Teachers’ knowledge about ADHD was reassessed using the same questionnaire immediately after finishing the intervention program and after three months in both groups. Results: Only 16% and 22% of trial and control groups, respectively, showed adequate baseline knowledge about ADHD. Teachers’ main sources of information about ADHD were the internet (67%), friends (47%), TV (34%), and reading books (23%). Knowledge of teachers in the trial group significantly improved immediately after the intervention. After three months, these knowledge benefits slightly declined but remained more adequate than those of teachers in the control group. The logistic regression model revealed that being a participant in the trial group and of higher qualification were associated with significant improvement in teachers’ retained knowledge on ADHD ( p < 0.001 and p = 0.050, respectively). Conclusions: The majority of male primary school teachers in Abha City, Saudi Arabia, have inadequate knowledge about ADHD. Applying a knowledge improvement program can substantially improve their knowledge of ADHD. Consideration should be given to the integration of ADHD knowledge improvement program into teachers’ educational programs.

Suggested Citation

  • Abdullah M. Alshehri & Shehata F. Shehata & Khalid M. Almosa & Nabil J. Awadalla, 2020. "Schoolteachers’ Knowledge of Attention-Deficit/Hyperactivity Disorder—Current Status and Effectiveness of Knowledge Improvement Program: A Randomized Controlled Trial," IJERPH, MDPI, vol. 17(15), pages 1-10, August.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:15:p:5605-:d:394022
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    References listed on IDEAS

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    1. Jill Furzer & Elizabeth Dhuey & Audrey Laporte, 2020. "ADHD Misidentification in School: Causes and Mitigators," Working Papers 200001, Canadian Centre for Health Economics.
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