Knowledge and Attitudes among Primary School Teachers Regarding an Attention Deficit Hyperactivity Disorder in Al-Hilla City

Abstract Background: Attention-deficit hyperactivity disorder (ADHD) affects young children’s social and intellectual development as well as their general well-being in primary schools. It is a prevalent emotional, cognitive, and behavioral disease. Teachers are essential in the identification of ADHD because they often engage with students in a variety of circumstances. To keep a healthy learning environment, primary school teachers must, in essence, enhance their understanding of and favorable attitudes toward students with ADHD. Objectives: The study’s objectives were to assess primary school teachers’ knowledge of and attitudes toward students with ADHD and discover the relationship between the two. As a result, the researcher has been looking at the study’s goals. The association between sociodemographic characteristics (such as age, gender, etc.) and primary school teachers’ knowledge of and attitudes about ADHD is also to be determined. Materials and Methods: applied quantitative research conducted in Babylon province between September 19, 2022, and July 1, 2023, used a descriptive cross-sectional study design to examine the knowledge and attitudes of primary school teachers regarding ADHD, with 225 teachers from 20 elementary schools in the Al-Qasim District participating. The teachers were chosen by convenience sampling, and the schools were chosen by systematic sampling from a pool of 103 schools. The information was gathered using a modified and adjusted questionnaire, and it was then electronically evaluated using Microsoft Excel 2010 and SPSS 20 programs. Results: The highest percentage of primary school teachers were 30–39 years old and female gender; whereas those having a poor level of knowledge, which constituted 55.1% and 68.9%, had a neutral attitude toward ADHD. Conclusions: The study concludes that there is a significant positive correlation between the teachers’ knowledge and their attitude toward ADHD. In addition, the study found no statistically significant differences in teachers’ knowledge and attitudes toward ADHD with respect to their age, gender, marital status, educational level, years of experience, teaching stage, or teaching specialties but found statistically significant differences in teachers knowledge and no statistical differences in their attitudes toward ADHD with respect to their residents.