Knowledge, Attitude and Associated Factors Towards Attention Deficit Hyperactivity Disorder Among Primary School Teachers in Harar City, Harari Regional State, Ethiopia, 2024.

Abstract

Attention-deficit/hyperactivity disorder is the most frequent neuropsychiatric condition affecting preschoolers, children, adolescents, and adults around the world. Teachers are often the main source of information’s and play an essential role in the diagnosis, management and intervention of attention-deficit/hyperactivity disorder. Despite the irreplaceable role of teachers for the diagnosis and treatment of attention-deficit/hyperactivity disorder, studies done on teacher’s knowledge and attitude towards attention-deficit/hyperactivity disorder are rare. Objective: To assess knowledge, attitude and associated factors towards attention deficit hyperactivity disorder among primary school teachers in Harar city, Harari regional state, Ethiopia, 2024. Method: An institutional based cross-sectional study was conducted in primary schools that were selected by lottery method. Data were collected through self-administered structured questionnaire from 415 study participants who were selected by simple random sampling technique. Knowledge and attitude of teachers were assessed by Knowledge of Attention Deficit Disorder Scale and Attention-Deficit/Hyperactivity Disorder-Specific Attitudes Scale respectively. The data were entered into EPI data version 4.6 software and were analyzed by using STATA version 14. Bivariable and multivariable logistic regression analysis were done to identify factors associated with the outcome variables. Adjusted Odds Ratio at 95% confidence interval was considered to determine the strength of association Results: From 415 respondants with a response rate of 98.5%, the magnitude of having good knowledge about attention deficit hyperactivity disorder among primary school teachers was 46.50% (95% CI: 41.68-51.32). Variables such as educational level of degree and above (AOR=3.43, 95% CI: 1.41-8.39), teaching in private school (AOR= 2.27, 95% CI: (1.19-4.31), taking training or workshop (AOR=2.69, 95% CI: 1.39-5.18), working experience 10 up to 14 (AOR= 4.14, 95% CI: 1.22-14.07) and 15 up to 19 year (AOR= 6.91, 95% CI: 1.41-33.78), previous experience in teaching a child with attention deficit hyperactivity disorder (AOR=2.45, 95% CI: 1.31-4.60) and got information through any massmedia (AOR= 3.69, 95% CI: 1.76-7.72) were significantly associated with having good knowledge about attention deficit hyperactivity disorder. The other finding of this study was the magnitude of favourable attitude towards ADHD among primary school teachers; which is 80.48% (95% CI 7.65-84.31). Variables such as having good knowledge about ADHD (AOR=2.16, 95% CI: 1.02-4.57), taking training or workshop (AOR= 2.64, 95% CI: 1.16-5.98), and getting information through any massmedia (AOR= 2.21, 95% CI: 1.01-4.88), were significantly associated with favourable attitude towards ADHD. Conclusion: The magnitude of having good knowledge was shown to be low in contrast their attitude was higher. Educational level of degree and above, teaching in private school, having teaching experience more than ten years, previous experience in teaching a child with attention deficit hyperactivity disorder, taking training or workshop, and getting information through any media were significantly associated with knowledge about ADHD. While having good knowledge about attention deficit hyperactivity disorder, taking training or workshop and getting information through any media were significantly associated with favorable attitude towards attention deficit hyperactivity disorder. Therefore, the primary school teachers should receive trainings on the sign and symptomps of children with attention deficit hyperactivity disorder including the behavioural managment and attend work shops done on children mental health. Also more media coverage should be given on dissiminating informations about children mental health including attention deficit hyperactivity disorder.