Awareness on Attention Deficit Hyperactivity Disorder among Primary School Teachers of Public Schools in Kathmandu

Abstract

Introduction: Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood mental health disorders. It causes impairment in the child’s key life activities, for instance, social relations, academic, family and vocational functioning, furthermore, adherence to social regulations, norms and laws. Teachers can play a valuable informant in regard to diagnosis on ADHD as they are in regular contact with children. The objective of this study was to identify level of awareness and associated factors of awareness on ADHD among primary school teachers of public schools in Kathmandu.
 Methods: Descriptive cross sectional research design was used. Out of 274 primary level schools in Kathmandu, 14 schools were selected by lottery method. Cluster random sampling technique was used. All the available primary teachers from selected schools were included in the study. Knowledge of Attention Deficit Disorder Scale (KADDS) was used to collect data. The total sample size was 130. SPSS version 20 was used for data analysis. Bivariate and multivariate logistic regression analysis was used to find out the association between awareness on ADHD and selected study variables.
 Results: Among 130 school teachers, more than half (50.8%) had low level of awareness. In multivariate logistic regression analysis, the educational level was significantly associated with awareness on ADHD. However, in bivariate analysis the teachers’ age and duration of teaching were also significantly associated with the awareness on ADHD.
 Conclusion: More than half of primary level school teachers of public schools had low level of awareness on ADHD. Education level of the teachers was associated with level of awareness. Hence, the teachers need to be encouraged to pursue higher level education.