Mahjoub Mohammed Elhadi Badawi, Ali Mohammednour Mukhtar Mohammednour, Almahi Shafee S
Faculty of Medicine, University of Khartoum, Khartoum, Sudan.
Faculty of Medicine, University of Khartoum, Khartoum, Sudan
BMJ Paediatr Open. 2025 Aug 4;9(1):e003456. doi: 10.1136/bmjpo-2025-003456.
Attention deficit hyperactivity disorder (ADHD) is impaired functioning in at least two settings: home and school due to impulsivity, hyperactivity and inattention.Primary school teachers play an essential role in assessing children's behaviour and are often the first ones to recognise a child with ADHD as they are exposed daily to children and play a role in evaluating treatment plans at school. This study aims to assess the knowledge, perception and misconceptions of elementary school teachers in the locality of Khartoum regarding ADHD and to examine the differences in their knowledge in terms of sociodemographic variables.
The study uses a descriptive cross-sectional study design conducted at 37 randomly selected elementary schools in the locality of Khartoum in October/November 2022. We applied cluster sampling and used a structured self-administered two-part questionnaire consisting of sociodemographic data and ADHD knowledge scale.
The study included 321 teachers, 270 (84.1%) females and 51 (15.9%) males. The mean age of participants was 47.9 (SD = 8.5) years, with an average teaching experience of 21.94 (SD = 10.2) years.The overall knowledge about ADHD was 48.53% (SD = 9.71). Teachers tend to show higher knowledge about ADHD symptoms and relatively poor awareness regarding ADHD treatment. Mean knowledge was higher in teachers with previous experience with an ADHD child.
Elementary school teachers in Khartoum seemed to lack sufficient understanding of ADHD, especially when it came to treatment options. Raising awareness should be prioritised to help students with ADHD.
注意力缺陷多动障碍（ADHD）在至少两种场景下功能受损：家庭和学校，原因是冲动、多动和注意力不集中。小学教师在评估儿童行为方面起着至关重要的作用，并且往往是最早识别出患有ADHD儿童的人，因为他们每天都与孩子们接触，并且在评估学校的治疗计划中发挥作用。本研究旨在评估喀土穆当地小学教师对ADHD的知识、认知和误解，并根据社会人口统计学变量检查他们知识方面的差异。
该研究采用描述性横断面研究设计，于2022年10月/11月在喀土穆当地随机选择的37所小学进行。我们采用整群抽样，并使用一份结构化的自填式两部分问卷，包括社会人口统计学数据和ADHD知识量表。
该研究纳入了321名教师，其中270名（84.1%）为女性，51名（15.9%）为男性。参与者的平均年龄为47.9（标准差 = 8.5）岁，平均教学经验为21.94（标准差 = 10.2）年。关于ADHD的总体知识为48.53%（标准差 = 9.71）。教师们对ADHD症状的了解往往较高，而对ADHD治疗的认识相对较差。有过ADHD儿童教学经验的教师的平均知识水平更高。
喀土穆的小学教师似乎对ADHD缺乏足够的了解，尤其是在治疗选择方面。应优先提高认识，以帮助患有ADHD的学生。
