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BACKGROUND: Teachers are often the first ones to suspect attention deficit/hyperactivity disorder (ADHD) in their students, because they are with them for most of the day and they know how normal students typically behave in classroom situations. The aim of this study is to assess the teachers' level of knowledge of ADHD and identify some factors affecting that knowledge. METHODS: It is a cross-sectional study conducted among male and female elementary governmental schools in Madina city during the year 2017/1438. A pre-validated and translated self-administered questionnaire is used in data collection. It includes demographical questionnaire and the Knowledge of Attention Deficit Disorder Scale. RESULTS: < 0.001. CONCLUSIONS: The knowledge regarding ADHD among elementary school teachers in Madina is suboptimal, particularly regarding treatment.
Al-Moghamsi et al. (2018) studied this question.